Need For Leadership Training Research Articles

Leadership and Knowledge Sharing: Key Factors in Enhancing School Learning Outcomes

This study examines the role of school principals and knowledge-sharing practices in enhancing the quality of learning within schools. The research aims to analyze the role of principals in executing leadership functions, overseeing, and motivating teachers and educational staff to improve the quality of learning as expected by the school. Additionally, the study investigates knowledge-sharing practices between principals and teachers, as well as among teachers. The knowledge shared by principals, teachers, and educational staff is expected to help address challenges in improving learning quality. The research employs a content analysis approach, which involves identifying, categorizing, and interpreting meanings from various written sources such as scholarly journals, books, news articles, and official documents. Literature searches were conducted using leading academic databases like Google Scholar. The findings indicate that the role of school principals and knowledge-sharing practices, both between principals and teachers and among teachers and staff, contribute to the improvement of learning quality. This study highlights the need for leadership training for principals to develop skills in designing and managing effective knowledge-sharing programs.

COBRA Master Class: Providing deep-sea expedition leadership training to accelerate early career advancement

Leading deep-sea research expeditions requires a breadth of training and experience, and the opportunities for Early Career Researchers (ECRs) to obtain focused mentorship on expedition leadership are scarce. To address the need for leadership training in deep-sea expeditionary science, the Crustal Ocean Biosphere Research Accelerator (COBRA) launched a 14-week virtual Master Class with both synchronous and asynchronous components to empower students with the skills and tools to successfully design, propose, and execute deep-sea oceanographic field research. The Master Class offered customized and distributed training approaches and created an open-access syllabus with resources, including reading material, lectures, and on-line resources freely-available on the Master Class website (cobra.pubpub.org). All students were Early Career Researchers (ECRs, defined here as advanced graduate students, postdoctoral scientists, early career faculty, or individuals with substantial industry, government, or NGO experience) and designated throughout as COBRA Fellows. Fellows engaged in topics related to choosing the appropriate deep-sea research asset for their Capstone “dream cruise” project, learning about funding sources and how to tailor proposals to meet those source requirements, and working through an essential checklist of pre-expedition planning and operations. The Master Class covered leading an expedition at sea, at-sea operations, and ship-board etiquette, and the strengths and challenges of telepresence. It also included post-expedition training on data management strategies and report preparation and outputs. Throughout the Master Class, Fellows also discussed education and outreach, international ocean law and policy, and the importance and challenges of team science. Fellows further learned about how to develop concepts respectfully with regard to geographic and cultural considerations of their intended study sites. An assessment of initial outcomes from the first iteration of the COBRA Master Class reinforces the need for such training and shows great promise with one-quarter of the Fellows having submitted a research proposal to national funding agencies within six months of the end of the class. As deep-sea research continues to accelerate in scope and speed, providing equitable access to expedition training is a top priority to enable the next generation of deep-sea science leadership.

A Needs Assessment Survey of Division Chiefs at an Academic Children's Hospital.

The Division Chief at an academic health sciences centre has many leadership roles and responsibilities. There are no data on leadership training needs for Division Chiefs, and so we sought to design and implement a needs assessment for pediatric Division Chiefs at CHEO, a pediatric academic health sciences centre in Eastern Ontario, Canada. A needs assessment survey was developed with the aim to document demographics, preparedness for the role of Division Chief and desired leadership training for the role. This survey was piloted, revised and then distributed to all the Division Chiefs at our institution. The results of each question were collated, and simple descriptive statistics were calculated. The survey was completed by 22 of 31 Division Chiefs. The majority of respondents were from the Department of Pediatrics (63.6%), followed by Surgery (20%), Psychiatry (3.3%) and Laboratory Medicine (3.3%). Their mean length of time as Division Chief was 5.5 years. Seventy-seven percent had concurrent leadership roles in addition to the role of Division Chief. None felt they were very well prepared for the role, five felt they were somewhat well prepared, nine were neutral, five were somewhat unprepared and three were very unprepared for the role. Half of the respondents received mentoring, either formal or informal, for their role and all but one felt that formal mentoring would have been useful. In terms of desired training, the Division Chiefs felt they had the most knowledge and skills in patient safety. All wanted training in developing divisional budgets, and many desired training in supporting the academic mission of the Division. Overall, this needs assessment identified an unmet need for leadership training and development among Division Chiefs. The findings are being used to optimize onboarding of Division Chiefs and an ongoing leadership development program targeted at this group.

Doctors as leaders – how essential is leadership training for them?

Purpose In the management world, leadership is a quality associated with business leaders, social entrepreneurs and political figures. Doctors are rarely considered as possessing or requiring leadership skills. With doctors, one thinks of skill and knowledge, but for some strange reason, leadership is hardly associated with doctors. This paper aims to highlight the leadership aspects unique to doctors. This study highlights why leadership training is imperative for doctors, outlines current status of leadership training for doctors in India and sets out proposals for effective leadership building. Design/methodology/approach Methodology is based on a two-pronged explanatory approach – the first is review of current literature in the context of leadership training of doctors, and the second is review of circumstances unique to the line of work undertaken by doctors that shed light on the need for leadership. Findings This paper highlights the imperative need for leadership training for doctors in India. It recommends leadership training on a continuous basis in their career life cycle as with the other professions. It also calls for involvement of all stakeholders in the medical community to foster leadership training – medical educational institutions, hospitals, medical councils and members of the medical fraternity. Practical implications Akin to leadership training programs conducted for IT and management professionals, this paper recommends that similar programs be conducted for doctors. Originality/value There are very few studies conducted in the Indian context on leadership training needs for doctors. This paper explains the importance of leadership training for doctors and suggests ways it can be implemented throughout the medical education life cycle of a doctor’s career.

Tomorrow’s Women’s Healthcare Leaders: A Needs Assessment for the Development of an OBGYN Resident and Fellow Leadership Curriculum

OBJECTIVE: To conduct a needs assessment of Obstetrics and Gynecology (OBGYN) faculty, fellows, and residents in preparation for the development of a leadership curriculum. HYPOTHESIS: Resident and fellow learners recognize the need for a formal leadership curriculum to improve their effectiveness as physician leaders. Faculty perceive a need for and benefit from a formal leadership curriculum. METHODS: We conducted a needs assessment of faculty, fellow, and resident learners. The needs assessment was based on previously published data and a Likert-type scale was implemented to assess responses. Descriptive statistics were calculated using frequency for categorical variables and averages for scale variables. The needs assessment was administered via Survey Monkey, Inc. (www.surveymonkey.com). RESULTS: Seventy-three percent (66/90) of surveyed faculty, fellows, and residents responded. The majority (64%) of faculty responders agreed that learners needed a moderate to extreme amount of leadership training. Despite 95% of responders self-evaluating their leadership skills as moderately to extremely effective, only 45% were satisfied with their current leadership skills. Perception of a need for leadership training for faculty (77%) and trainees (88%) was similar. The most desired skills for a leadership program were conflict resolution, team building, mentorship, team motivation, and effective evaluation and feedback. CONCLUSION: Faculty, fellows, and residents are overall satisfied with their leadership skills; however, faculty and trainees alike perceive the need for more skill acquisition and training. The preferred learning format was case studies and small group exercises with availability of faculty and trainees noted as the most significant barrier to implementation.

Trend and Correlates of Leadership Competencies Among Female Health Professionals in Albania.

Aim: Our aim was to assess the trends and correlates of the leadership competency level of female health professionals in Albania, a transitional country in the Western Balkans, based on a standardized international instrument.Methods: Two nationwide cross-sectional studies were conducted in Albania in 2014 (first wave; n = 105 women) and subsequently in 2018 (second wave; n = 121 women). A structured questionnaire was administered to all female participants aiming at self-assessing the current level of leadership competencies and the required (desirable) level of leadership competencies for their current job position. The questionnaire consisted of 52 items pertinent to eight domains. Answers for each item of the instrument ranged from 1 (“minimal competency level”) to 5 (“maximal competency level”). Overall summary scores (range: 52–260) were calculated for both the current and the required leadership competency levels in both survey rounds, based on which the gap in leadership competency level was also computed (required minus current competency level). Binary logistic regression was used to assess the correlates of the gap in leadership competency level among study participants.Results: In multivariable-adjusted logistic regression models, there was evidence of a positive association between the gap in leadership competency level and: workplace in urban areas (OR = 3.2, 95%CI = 1.6–6.6); work experience (OR[for 1 year increment] = 1.1, 95%CI = 1.0–1.2); first round of the survey conducted in 2014 (OR = 2.1, 95%CI = 1.0–4.3); and, particularly, a high managerial job position/level (OR = 3.8, 95%CI = 1.6–9.3). Conversely, there was an inverse relationship with the age of women (OR[for 1 year increment] = 0.9, 95%CI = 0.8–1.0).Conclusion: Our study provides useful evidence about trends over time and selected correlates of the gap in leadership competencies among female health professionals in Albania. Policymakers and decision-makers in Albania and other countries should be aware of the unmet need for leadership training of female health professionals at all levels.

The Need for Leadership Training in Surgical Residency

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A search for training of practising leadership in emergency medicine: A systematic review

ObjectiveThis systematic review examines the medical, psychological and educational literature for training in practising leadership of a team leader in emergencies. The objectives of this paper are (1) describe how literature addresses operational training in practising leadership for the emergency medical team-leader (2) enhance understanding of leadership training in the medical environment. BackgroundWorldwide, medical supervisors find it difficult to get students to rise to the occasion as leaders of emergency teams. It appears that many residents feel unprepared to adopt the role as a leader in emergencies. MethodA systematic review was conducted (May–December 2016) in accordance with the PRISMA 2009 Checklist. A literature search was conducted against a set of inclusion criteria. Databases searched included PubMed, Psycinfo (via Ovid), and ERIC. Results27 articles covering the period 1986–2016 were analysed. Four sources of data were identified: Intervention studies practising leadership, intervention studies on simulation and leadership assessment, observation studies assessing leadership, interview/survey studies about the need for leadership training. No workable training in practising leadership in emergencies for doctors was found. The majority of the research projects focused on various different types of taxonomies. ConclusionsNo consistent and workable leadership training for the emergency medical teamleader was identified. One study for paramedics succeeded in training empowering leadership skills. For many years multiple taxonomies and leadership assessment tools have been developed but failed to come to terms with workable leadership training. The literature describes lack of leadership as highly detrimental to performance during a critical, clinical situation.

Women Leaders as Containers: Systems Psychodynamic Insights into their Unconscious Roles

The purpose of this article is to explore the self-defined roles of women leaders working in higher education institutions (HEIs) in South Africa. The aim is to explore women leadership roles in the context of systems psychodynamics to increase the understanding of unconscious dynamics in HEIs from the perspective of women leaders. The article reports on a qualitative study based on the research paradigm of Dilthey's modern hermeneutics. Interviews were conducted with 23 women leaders from the HERS-SA (Higher Education Research Services) network across eight institutions. Observations were made in one organization to support the data analysis and interpretation. Data was analysed through content analysis. Women leaders are containers of anxieties in South African HEIs, while they also act out defense mechanisms, such as splitting, projection, projective identification, introjection, idealization, simplification and rationalization. Splitting seems to be one important defense mechanism in terms of mother/professional, mother/daughter, women/men leaders and White/Black women leaders. Women leaders further seem to have introjected the roles of their mothers and female family members from their past and childhood. They do not seem to embrace the full authority and agency of their leadership positions, and they explore their own difficulties and negative emotions in others through projective identification. The findings create awareness of the roles of women leaders, strengthen women leadership and emphasise the need for leadership training taking the systems psychodynamic perspective into account.

Leadership Training in Endocrinology Fellowship? A Survey of Program Directors and Recent Graduates.

Context:There is growing recognition that more physician leaders are needed to navigate the next era of medicine.Objective:To determine current opinions about leadership training in endocrinology fellowship programs.Design/Participants:Twenty-seven-question survey addressing various aspects of leadership training to current nationwide fellowship program directors (PDs) and fellowship graduates since 2010.Intervention:In partnership with the Endocrine Society, the electronic survey was advertised primarily via direct e-mail. It was open from March through July 2016.Main Outcome Measures:The survey addressed leadership traits, importance of leadership training, preferred timing, and content of leadership training.Results:Forty-six of 138 PDs (33.3%) and 147 of 1769 graduates (8.3%) completed the survey. Among PDs and graduates, there was strong agreement (>95%) about important leadership characteristics, including job knowledge, character traits, team-builder focus, and professional skills. PDs (64.5%) and graduates (60.8%) favored teaching leadership skills during fellowship, with PDs favoring mentoring/coaching (75.0%), direct observation of staff clinicians (72.5%), and seminars (72.5%). Graduates favored a variety of approaches. Regarding topics to include in a leadership curriculum, PDs responded that communication skills (97.5%), team building (95.0%), professional skills (90.0%), clinic management (87.5%), strategies to impact the delivery of endocrinology care (85.0%), and personality skills (82.5%) were most important. Graduates responded similarly, with >80% agreement for each topic. Finally, most PDs (89%) expressed a desire to incorporate more leadership training into their programs.Conclusions:Our survey suggests a need for leadership training in endocrinology fellowships. More work is needed to determine how best to meet this need.

The need for leadership training in long-term care settings.

Purpose Globally, in 1980, approximately 5.8 per cent of the world population was 65 years old and older. By 2050, this number will more than triple to 16 per cent. From a leadership perspective, there is at least one challenge (among many others challenges) to consider. This paper (viewpoint) aims to provide support for the growing need for academically prepared managers. Design/methodology/approach This paper is a viewpoint which presents several characteristics of the long-term care (LTC) field that support the need for academically trained leaders. Findings LTC leaders in all countries must be sufficiently versed in numerous management areas to provide leadership when called on by those assigned to their care. Given local area variations in population needs present across all countries, it may be unwise to advocate for national, countrywide standardization of requirements. Yet, older adults accessing LTC services should expect a minimum level of knowledge from all of their providers - not just those who provide direct, hands-on care. However, similar to those who provide direct care, leaders should receive competency-based education with specific attention to effective communication skills, team-based approaches to care delivery, information technologies and population health. Originality/value Although much of the extant literature focuses on the delivery of care to older persons, there is a dearth of literature addressing the role of LTC leaders in light of global aging. Establishing a minimum level of academic training and increasing transparency focused on the positive experiences of elders residing in LTC facilities should help dispel the notion that placement in an LTC facility reflects filial failure.

Academic leadership: management of groups or leadership of teams? A multiple-case study on designing and implementing a team-based development programme for academic leadership

Demands on academic leadership are increasing, which raises the need for leadership training. This article describes development and implementation of a group training intervention in academic leadership at a departmental level. Little systematic research has addressed the question of what forms of leadership training are associated with effectiveness of academic leadership teams. This study examined a comprehensive methodological approach including three different data collection methods. The content analysis of the intervention resulted in identification of vital components that are associated with team effectiveness. Here, the findings are considered in relation to the notion of functional role-taking, and their general implications are explored in relation to the possibility of systematically developing academic leadership.

Measuring teamwork performance: Validity testing of the Team Emergency Assessment Measure (TEAM) with clinical resuscitation teams

AimTo test the resuscitation non-technical Team Emergency Assessment Measure (TEAM) for feasibility, validity and reliability, in two Australian Emergency Departments (ED). BackgroundNon-technical (teamwork) skills have been identified as inadequate and as such have a significant impact on patient safety. Valid and reliable teamwork assessment tools are an important element of performance assessment and debriefing processes. MethodsA quasi experimental design based on observational ratings of resuscitation non-technical skills in two metropolitan ED. Senior nursing staff rated 106 adult resuscitation team events over a ten month period where three or more resuscitation team members attended. Resuscitation events, team performance and validity and reliability data was collected for the TEAM. ResultsMost rated events were for full cardiac resuscitation (43%) with 3–15 team members present for an average of 45min. The TEAM was found to be feasible and quickly completed with minimal or no training. Discriminant validity was good as was internal consistency with a Cronbach alpha of 0.94. Uni-dimensional and concurrent validity also reached acceptable standards, 0.94 and >0.63 (p=<0.001), respectively, and a single ‘teamwork’ construct was identified. Non-technical skills overall were good but leadership was rated notably lower than task and teamwork performance indicating a need for leadership training. ConclusionThe TEAM is a feasible, valid and reliable non-technical assessment measure in simulated and real clinical settings. Emergency teams need to develop leadership skills through training and reflective debriefing.

Assessment of Leadership Training Needs of Internal Medicine Residents at the Massachusetts General Hospital

Internal medicine (IM) physicians, including residents, assume both formal and informal leadership roles that significantly impact clinical and organizational outcomes. However, most internists lack formal leadership training. In 2013 and 2014, we surveyed all rising second-year IM residents at a large northeastern academic medical center about their need for, and preferences regarding, leadership training. Fifty-five of 113 residents (49%) completed the survey. Forty-four residents (80% of respondents) reported a need for additional formal leadership training. A self-reported need for leadership training was not associated with respondents' gender or previous leadership training and experience. Commonly cited leadership skill needs included “leading a team” (98% of residents), “confronting problem employees” (93%), “coaching and developing others” (93%), and “resolving interpersonal conflict” (84%). Respondents preferred to learn about leadership using multiple teaching modalities. Fifty residents (91%) preferred to have a physician teach them about leadership, while 19 (35%) wanted instruction from a hospital manager. IM residents may not receive adequate leadership development education during pre-graduate and postgraduate training. IM residents may be more likely to benefit from leadership training interventions that are physician-led, multimodal, and occur during the second year of residency. These findings can help inform the design of effective leadership development programs for physician trainees.

External workers’ perception of leadership behaviour - a study of Swedish temporary agency workers and contractors

The increasing prevalence of externalised work arrangements in industrialised countries has brought with it ever greater managerial complexity in the workplace. This article explores how leadership behaviour is perceived by internal and external workers within a public authority in Sweden. Questionnaire data from 505 temporary agency workers (TAWs), contractors and internal employees have been analysed. Multinomial logistic regression analyses indicate that external workers such as TAWs and contractors are more likely than internal employees to notice leadership profiles, including pronounced, task-oriented leadership behaviour. These results hold true when controlled for demographic and socio-economic variables and organisational tenure. A practical implication is that explicit attention should be paid to the need for leadership training in developing HRM strategies with regard to external employees.

Transformational, Transactional, and Passive-Avoidant Leadership Characteristics of a Surgical Resident Cohort: Analysis Using the Multifactor Leadership Questionnaire and Implications for Improving Surgical Education Curriculums

The need for leadership training has become recognized as being highly important to improving medical care, and should be included in surgical resident education curriculums. Surgical residents (n = 65) completed the 5x-short version of the Multifactor Leadership Questionnaire as a means of identifying leadership areas most in need of training among medical residents. The leadership styles of the residents were measured on 12 leadership scales. Comparisons between gender and postgraduate year (PGY) and comparisons to national norms were conducted. Of 12 leadership scales, the residents as a whole had significantly higher management by exception active and passive scores than those of the national norm (t = 6.6, P < 0.01, t = 2.8, P < 0.01, respectively), and significantly lower individualized consideration scores than the norm (t = 2.7, P < 0.01). Only one score, management by exception active was statistically different and higher among males than females (t = 2.12, P < 0.05). PGY3-5 had significantly lower laissez-faire scores than PGY1-2 (t = 2.20, P < 0.05). Principal component analysis revealed two leadership factors with eigenvalues over 1.0. Hierarchical regression found evidence of an augmentation effect for transformational leadership. Areas of resident leadership strengths and weaknesses were identified. The Multifactor Leadership Questionnaire was demonstrated to be a valuable tool for identifying specific areas where leadership training would be most beneficial in the educational curriculum. The future use of this instrument could prove valuable to surgical education training programs.

A Course on Engineering Leadership

Because of the increased recognition of the need for leadership training within all subcultures of the engineering profession, an overview of a one-credit-hour course on leadership skills is provided. The intent of the course is to broaden the students' perspective on engineering practice, to develop an awareness that engineering is more than just the completion of technical assignments, and to introduce skills and characteristics that are necessary for them to assume positions of leadership as they advance along their career paths. Rather than a concentrated effort on one aspect of leadership, the philosophy that underlies the course is one of exposure to a broad spectrum of leadership skills. As such, the course includes discussions of the following topics: leadership theories, motivation, public policy, ethics, creativity, communication, research methods, and personality type. Recommendations on course readings and paper topics are provided.

The Need for Leadership Training: The Evolution of the Chair Academy

AbstractA grassroots movement responds to the training needs of community and technical college chairpersons.