Promote Leadership Development Research Articles

Exploring the Conceptualization of Teacher Leadership in Namibia

The purpose of this study was to explore the conceptualization of teacher leadership in Namibia. A case study design was used within the qualitative approach. A sample of 45 participants was selected purposively from three (3) secondary schools. An interview guide, observation schedule, and document analysis were used to collect data from the participants. Data were analyzed using a thematic approach. The literature and the theoretical framework were used to compare and contrast the study findings. The literature and the theoretical framework were used to compare and contrast the study findings. The findings revealed that teacher leadership can be understood in terms of involvement and participation, empowerment, motivation and influence, collaboration, and leading and influence. The study recommends that the Ministry of Education, Arts, and Culture should develop and promote leadership development programs for teachers to understand and practice leadership and review contemporary policies to allow for democratic leadership practices.

SUSTAINABLE LEADERSHIP AND PERFORMANCE OF SMS BUSINESSES IN TANZANIAS ILALA DISTRICT: THE MEDIATING ROLE OF ORGANIZATIONAL LEARNING

This study aimed to identify leadership practices that contribute to Ilala, Tanzanias SME success and sustainability. The study examined how sustainable leadership affected Tanzanias Ilala SMEs long-term performance. The study focuses on successful SME leaders in micro, small, medium, and large firms with one to 100 employees and 5 million to 800 million Tanzanian shillings in capital investment (Tshs). This study links variables using quantitative data. Validate the models accuracy. Using t-tests and path values, PLS validates hypotheses. We concluded from the data: Research shows that organizational learning affects SMEs long-term leadership. Sustainable leadership improved Tanzanias Ilala SMEs social performance. The research found that sustainable leadership helped SMEs in Tanzanias Ilala region. Organizational learning improves SMEs long-term social performance in Tanzanias Ilala. According to research, sustainable leadership does not affect economic success. Sustainable leadership seems to indirectly promote sustainable economic success. Organizational learning moderates sustainable leadership and environmental performance. Organizational learning (OL) alters the link between sustainable leadership (SL) and sustainable social performance (SSP). Organizational learning (SECP) moderates sustainable leadership and economic performance. The government may promote leadership development. Training and mentoring can make SMEs more productive and sustainable.

The perceived experience of students becoming positive change agents: A case of the Honors Living-Learning community program at Rutgers University - Newark

Studies have found that in higher education institutions in the United States of America, a variety of resources, student engagement, institutional practices, and other stakeholders contribute to students’ perceptions of becoming positive change agents. This project explores how the Honors Living-Learning Community (HLLC) program at Rutgers University-Newark (RUN), New Jersey capitalizes on resources, leadership, curriculum, and other strategies to promote students' perception to become positive change agents. Secondary research from a survey completed by the HLLC graduates was utilized for this project. As a descriptive study, survey responses were coded and evaluated to determine the HLLC’s impact on students’ perception on becoming positive change agents. The study found that the HLLC program at RUN successfully promotes students' perception to become positive change agents. The HLLC program achieves this through its curricular structure, which integrates academic rigor with community engagement, and a strong emphasis on leadership development. The HLLC’s success in developing positive change agents has practical implications for institutions of higher education. Other universities could consider replicating the HLLC 's unique curricular structure and community engagement strategies to promote leadership development and cultivate positive change agents among their graduates.

Not “slated” for leadership: Barriers and unclear leadership development pathways in Panhellenic sorority members

National Panhellenic Conference (NPC) sororities promote leadership development and student learning as membership benefits. However, many women may not gain these experiences if they are not selected or placed on the leadership slate to be collectively voted into an executive position because the emphasis is on positional development. T here is little research that nuances the different ways in which sorority women experience leadership development within their chapters. This qualitative study explored the leadership experiences of NPC sorority women who obtained leadership experiences to nuance to what extent sororities facilitate these experiences. It was found that not all members have equal access to these leadership opportunities, as there are structural barriers and unclear pathways for leadership development. Members sought non-traditional forms of leadership development without the context of connecting their own member experiences. Implications for practice are included to integrate findings from this study to inform practice for student involvement professionals, which may help improve programming and the experience provided to their student leaders.

Giancarlo Lyle-Edrosolo, DNP, RN, CENP, NEA-BC, FAONL

Giancarlo Lyle-Edrosolo is the Vice President and Chief Nursing Officer of Advocate Christ Medical Center in Oak Lawn, Illinois. He is a first-generation immigrant and was born and raised in the Philippines. Giancarlo has focused his career and professional activities on promoting leadership development, cultivating professional advancement, finding solutions and support for health care worker burnout, and addressing incivility and bullying.

Guidelines for leadership development of youth with physical disabilities through leisure education: A Delphi study.

Youth with disabilities benefit by developing a skill set to help resolve any issues during their daily activities, including pursuits that lead to productive livelihoods. Acquiring leadership skills through leisure education programmes may be particularly effective for youth with disabilities to gain confidence in their leadership abilities. This study aimed to develop and reach a convergence of opinions on the preferred elements of a leisure education programme to promote leadership development among youth with physical disabilities. In this study, a three-round Delphi methodology was used. In the first round, 16 experts participated; in the second round, 14 experts participated; in the third round, nine participated. The first round of the Delphi method consisted of a qualitative questionnaire with open-ended questions, which assisted in developing guideline statements. The results from the first round informed the second and third rounds of the study. The guidelines were reviewed for consensus in subsequent rounds using a Likert scale format. In the final round (third round) of the Delphi method, the expert panel consisting of nine participants agreed that leadership development for youth with physical disabilities could be promoted by leisure, recreation, sports and activities of daily living. These guidelines are essential in building resilience, empowerment and independence and can be seen as a positive contribution to communities with disabilities and young people with and without disabilities. These guidelines would build capacity and resilience among youth and equip them with the skills and abilities to initiate leisure programmes.

Pediatric Specialty Nursing Associations and their Role in Leadership Development.

Professional organizations have a long and rich history of promoting leadership development since the late 1800s. Professional nursing organizations and associations advocate for the profession of nursing and nurses, develop health care policies and standards that ensure the highest level of patient care quality, assure the highest level of education, provide professional development and continuing education, and offer research, networking, and career advancement opportunities for their members. Currently there are 10 nationally based pediatric nursing specialty organizations and associations, most of which also have regional or local chapters. To use a scoping review to identify and summarize contributions of pediatric nursing organizations and associations in the United States to leadership development in pediatric nursing practice. Although there are leadership programs sponsored by professional nursing organizations and mentions of leadership in their mission and "about us" statements, there is very little empirical evidence of the contributions that pediatric nursing specialty bodies make to the development of leaders. Membership in a professional nursing organization provides nurses with professional development; continuing education including journal subscription and conference attendance; networking; opportunities for specialty certification, career advancement, and leadership development; and research-based clinical standards and guidelines that promote best practice. The relationship between membership in pediatric professional organizations and leadership is clear in mission statements and strategic plans. Nurse leaders play a key role in advancing the organization's mission and goals. Nursing faculty, practice executives, and professional organizations and associations have an obligation to demonstrate value of membership in advancing the profession and developing future leaders. Future research is needed to describe the contributions of pediatric nursing professional organizations to leadership development of nurses.

The Influence of Organizational Culture on Leadership Development

Effective leadership is one of the most important foundations for building a great organizational culture. Leaders can be anyone who, regardless of title, has influence or authority, and leaders set the tone for the organization's culture. A strong culture is financially rewarding: it affects the motivation of employees and in turn affects the quality and efficiency of their work, the ability to achieve objectives and the retention rate. This research aims to explore systematically how organizations and their leaders have promoted practices of leadership development, realizing the impact of the type of organization, the profile of the leader and the leadership style perceived by the leader. The results of the study show that organizations that promote leadership development are associated with the number of workers, the existence of a succession planning for leaders, the presence of coaching, the leader's preference as to the origin of the leaders and transformational leadership style.

A model to evaluate interprofessional training effectiveness: feasibility and five-year outcomes of a multi-site prospective cohort study.

Assessing the impact of interdisciplinary training programs is highly desirable and needed. However, there are currently no established methods to prospectively assess long-term outcomes of trainees compared to individuals who did not receive training. Our objective was to test the feasibility of a longitudinal, prospective cohort design to evaluate training outcomes, and to use this method to evaluate Leadership Education in Neurodevelopmental Disabilities and Related Disorders (LEND) training outcomes. LEND trainees were matched to comparison peers and followed annually for up to five years using a pre-existing outcomes survey. We assessed study feasibility using recruitment and retention data over five years. We then looked at preliminary efficacy of LEND training in LEND trainees compared to comparison peers using the pre-existing outcomes survey. Overall, 68.3% of eligible trainees participated in the Outcomes Study across five years, and 66.0% were matched to comparison peers. On average, 84.4% of LEND trainees and 79.9% of comparison peers completed the outcomes survey annually. Attrition was low at 0.9% for LEND trainees and 2.6% for comparison peers over five years. LEND training demonstrated preliminary efficacy in promoting leadership development: LEND trainees began their careers engaged in more leadership activities than comparison peers, and the rate of growth in their participation in leadership activities was greater. The design used to assess outcomes is a feasible approach that can be widely used to assess training program outcomes. Analyses suggest that LEND training is efficacious in increasing involvement in leadership activities over time after graduation.

Using coaching and action learning to support staff leadership development.

During the coronavirus disease 2019 pandemic, nurse leaders and managers have been compelled to prioritise immediate issues in their clinical areas and put aside the professional development of staff. However, leadership development for individuals and teams is essential to ensure nurses feel valued and develop the skills required for team cohesion, problem-solving, decision-making and innovation. Simple and effective approaches to staff leadership development are needed. Two such approaches are coaching and action learning. This article provides an introduction to coaching and action learning as approaches nurse leaders and managers can use to promote leadership development among individual team members and within the team. It describes how coaching and action learning work and their potential benefits and challenges. It explains how the two approaches can be used to underpin effective problem-solving and goal setting, and support nurses in their professional development, the ultimate aim being to deliver safe and effective patient care.

Construction and analysis of leadership characteristic model based on deep learning in the process of knowledge management

Knowledge-based economy, globalization, scientific and technological development and social changes are constantly changing the business environment. With the rapid formation of the knowledge-based economy era with knowledge as its capital and distribution basis all over the world, knowledge-based enterprises are becoming the main body of the globalized knowledge-based economy. Therefore, leadership has become one of the top ten management concepts that will influence the future development of enterprises in China and even the world. However, according to the investigation and research, the leadership level of Chinese enterprises needs to be further improved. In the 21st century, enterprises are faced with a series of changes in ideology, organization, culture and human resources. In the era of knowledge economy, all kinds of new thinking, new methods, new cultures and new creations are everywhere, which affect the development of enterprises. Based on the process of knowledge management, this paper analyzes the construction of leadership characteristic model. It shows different leadership characteristics in different stages of knowledge management. It is expected to help enterprises pay attention to the performance of leadership characteristics in each stage of knowledge management, and promote the process of knowledge management by promoting leadership development strategies.

Fostering Youth Sociopolitical Action: The Roles of Critical Reflection, Sociopolitical Efficacy, and Transformative Student Voice

Critical pedagogies often prioritize critical thinking and social awareness at the expense of preparing urban youth for social action. Though sociopolitical efficacy is argued to bridge critical reflection and social action, this relationship is undetermined. We argue that critical reflection and sociopolitical efficacy are independent predictors of sociopolitical action. We surveyed 158 high-school students and found that critical reflection and sociopolitical efficacy were positively related to sociopolitical action. Additionally, participation in transformative student voice (TSV) and classroom leadership opportunities positively influenced sociopolitical efficacy. We argue that educators and community organizers should promote leadership development and TSV activities to encourage youth sociopolitical efficacy and action.

A phenomenological inquiry into the influence of crucible experiences on the leadership development of Black women in higher education senior leadership

Supported by the Crucibles of Leadership theory, this article explores how adverse experiences influence the leadership development of Black women in higher education senior leadership. I use phenomenology to explore how these leaders’ adverse lived experiences manifested as transformative crucible experiences with resilience, thus promoting leadership development. Black people have been continuously subject to adversity, while Black women have overcome the compounded adversities resulting from their intersectional identities. Reported lived adversities included physical, sexual, and verbal assault and abuse, adverse childhood experiences such as growing up in poverty, being raised by single parents, being subject to bullying, losing loved ones, discrimination, and health issues. Black women are resilient, and education has proven to be a lifeline regarding adversity, thus promoting leadership capabilities. They use adversity as fuel to overcome adverse crucible experiences, thus developing the necessary skills to prepare them for leadership. The results further reveal that Black women in higher education senior leadership experienced significant adverse experiences that manifested as crucible experiences by overcoming adversity. The findings reveal an association between their ability to develop the necessary leadership skills to advance their career and their lived adverse experiences.

Cultural And Structural Features Of Zero-Burnout Primary Care Practices

Although much attention has been focused on individual-level drivers of burnout in primary care settings, examining the structural and cultural factors of practice environments with no burnout could identify solutions. In this cross-sectional analysis of survey data from 715 small-to-medium-size primary care practices in the United States participating in the Agency for Healthcare Research and Quality's EvidenceNOW initiative, we found that zero-burnout practices had higher levels of psychological safety and adaptive reserve, a measure of practice capacity for learning and development. Compared with high-burnout practices, zero-burnout practices also reported using more quality improvement strategies, more commonly were solo and clinician owned, and less commonly had participated in accountable care organizations or other demonstration projects. Efforts to prevent burnout in primary care may benefit from focusing on enhancing organization and practice culture, including promoting leadership development and fostering practice agency.

The Global Leadership Mentoring Community: building capacity across seven global regions.

The purpose of this paper is to report on the evaluation of the online Global Leadership Mentoring Community, a programme designed to build relationships across seven global regions and promote leadership development for emerging nurse leaders. There is a pressing need and opportunity for sustainable global leadership mentoring programmes. This programme of Sigma Theta Tau International (Sigma) brought mentors and mentees together from across the world to build leadership capacity, understand global leadership issues and build networks. Community coordinators purposively selected mentors from each of Sigma's seven Global Regions, and mentees were chosen through a process of snowball sampling. Mentors and mentees met monthly with quarterly group calls. The study followed a programme evaluation, outcomes-focused approach. All eleven pairs of mentors-mentees were invited to complete online surveys at the outset and end of programme capturing both quantitative and qualitative data. Quantitative data were analysed using descriptive statistics and for qualitative data, a thematic analysis. Quantitative data confirmed that all 22 participants gained from the experience. From qualitative analysis, themes emerged illustrating the scope of achievements: 1. facilitation of successful outcomes for both mentors and mentees, 2. challenges of global mentoring and 3. strategies for successful global mentoring. Participants reported that creating global leadership is a longitudinal process that needs sustained attention to effect change. This evaluation identified many strengths of the programme and recommended its continuation to help further development of global leaders, particularly through focusing more purposefully on policy issues. Empowerment of nurses globally through a Global Leadership Mentoring Community can improve leadership at all levels, thus emboldening their voices to influence nursing and health policy and ultimately improve patient care.

Looking Beyond the Horizon: A Vision for Association for Vascular Access's Future

Looking Beyond the Horizon: A Vision for Association for Vascular Access's Future

Examining the role of high school athletic directors in promoting leadership development in high school student-athletes

ABSTRACTLeadership training is a valuable but underutilized process for high school student-athletes to experience. Athletic directors represent a unique opportunity to foster environments of leadership development in high schools. The purpose of the current study was to examine high school athletic directors’ approaches to leadership development, and discuss the practical application of leadership programming. Interviews with nine athletic directors supported the value of sport as context for learning life skills, including leadership. Leadership development strategies included captain roundtables, provision of resources, and connecting networks of coaches. Differences existed across schools in leadership development prioritization and programming, indicating a lack of standardized programming between schools. The authors concluded that leadership is an essential component of high school athletics, and that it is pivotal to improve the delivery of leadership training through athletic directors. Further research on the topic is required to clarify best practice principles, and to evaluate athletic director programming.

LEADERSHIP EMERGENCE THROUGH VOLUNTEERISM: A CASE STUDY OF LATE ADOLESCENT EXEMPLARS

Leadership education is a prominent component of youth programming. In their efforts to promote leadership development, most youth programs promote character development and teach interpersonal skills but fall short in teaching leadership because they fail to encourage the use of authority. In this paper, we present the stories of five late adolescent exemplars as a case study of youth leadership emergence through volunteerism. These youth demonstrated leadership by transitioning from participating in community service activities to becoming organizers of their own beneficent efforts. Through a qualitative analysis of interviews with these adolescent leaders, we present themes that were important to their emergence as leaders. We then discuss how these findings should be used to inform youth development programs that are designed to encourage youth leadership through volunteerism.

The 2017 American Orthopaedic Association North American Traveling Fellowship.

Initially established in 1967, the American Orthopaedic Association (AOA) North American Traveling Fellowship was designed to promote leadership development, network creation, and knowledge exchange among emerging leaders in orthopaedic surgery, and it remains one of the AOA's flagship tours. In 2017, the fellows visited 10 academic medical centers on the West Coast of Canada and the United States, participating in leadership, academic, clinical, and team-building activities. On the tour, we formed countless new friendships and collaborations, including exceptionally strong ones with each other. Because the 5 fellows came from diverse social, ethnic, religious, political, educational, and clinical backgrounds, the group discussions were lively and engaging. We all agree that the friendships that were made, the experiences that were encountered, and the lessons that were learned during the tour are priceless and will never be forgotten.

Enhancing leadership and relationships by implementing a peer mentoring program.

Peer-mentoring is often described as effective means to promote professional and leadership skills, yet evidence on practical models of such programs for occupational therapy students are sparse. The purpose of this study was to evaluate the outcomes of a peer-mentoring program designed for graduate occupational therapy students. Forty-seven second-year student volunteers were randomly assigned to individually mentor first-year students in a year-long program. Students met biweekly virtually or in person to provide mentorship on everyday student issues, according to mentees' needs. Faculty-led group activities prior and during the peer-mentoring program took place to facilitate the mentorship relationships. Program effectiveness was measured using the Multi-factor Leadership Questionnaire (Avolio & Bass, MLQ: Multifactor Leadership Questionnaire, 2004) and an open-ended feedback survey. Results of multi-variate MANOVA for repeated measures indicating significant enhancement in several leadership skills (F(12,46)=4.0, P=0.001, η2 =0.579). Qualitative data from feedback surveys indicated that an opportunity to help; forming relationships; and structure as enabler were perceived as important participation outcomes. Students expressed high satisfaction and perceived value from their peer-mentoring experience. As we seek ways to promote our profession and the leadership of its members, it is recommended to consider student peer-mentoring to empower them to practice and advance essential career skills from the initial stages of professional development. Evidence found in this study demonstrates that peer-mentoring programs can promote leadership development and establishment of networks in an occupational therapy emerging professional community, at a low cost. The peer-mentoring blueprint and lessons learned are presented with hopes to inspire others to implement peer-mentoring programs in their settings.