Leadership Skills Research Articles

Putting Traits Associated with Effective Medical Leadership into Action: Support for a Faculty Development Strategy.

Leadership development is essential to the well-being of medical organizations, but leadership concepts do not easily translate into skills or actions. The Mayo Leadership Behavior Index© (Leader Index), a validated instrument describing eight leadership traits associated with constituent well-being, can serve as a guide. The authors analyzed narratives from a qualitative study of senior medical leaders describing successful leadership behaviors to see how the tenets of the Leader Index can be applied. Current/emeritus chairs of major academic departments/divisions from a single institution were asked to describe anecdotes of actions used by leaders in actual settings. Narratives from interviews were analyzed for behaviors that map to the eight traits in the Leader Index. Eleven senior leaders volunteered multiple scenarios of effective and ineffective leadership with illustrative examples. The behaviors they identified mapped to all eight traits of the Leader Index, specifically career conversations, empowerment to do the job, encouragement of ideas, treatment with respect and dignity, provision of job performance feedback and coaching, recognition of well-done work, information about organizational changes, and development of talents and skills. These findings provide faculty development experts and psychologists tangible behaviors and actions they can teach to enhance leadership skills.

Serendipitous Pathways and Elusive Definitions: Leadership in Continuing Professional Development.

Although the Continuing Professional Development (CPD) field has rapidly expanded in scope, breadth, and depth, there is a gap in how we understand CPD leadership and the role of the leader. Previous scholarship indicates that there is neither an agreed on set of competencies for CPD leadership roles nor a distinct pathway towards those roles. This study is aimed at answering the following question: How is leadership described or defined in CPD and what are the contextual issues that are and/or should be shaping its evolution? Conducted between 2020 and 2022, CPD leadership program learners and CPD leaders with a range of leadership expertise were identified using convenience and purposive sampling and invited to participate in this study. Semistructured interviews were conducted with consenting participants. Interviews were recorded, transcribed, and analyzed using a qualitative thematic template analysis approach. Seventeen interviews were conducted. There were multiple components identified that were important to CPD leadership, such as being visionary, or having strong collaboration skills with some components, such as adaptability and flexibility appearing more unique to the CPD context. The role of CPD leadership and the pathway to CPD leadership remain highly variable. Attaining a CPD leadership position predominantly involves some degree of "serendipity." While CPD leaders may fundamentally need basic and common leadership skills, an essential attribute of the CPD leader is to effectively respond to the context and the unique needs of the health system. We recommend better articulating and valuing the role of the CPD leader within the health system.

СТУДЕНТТЕР ҮЧҮН САБАКТАН ТЫШКАРКЫ ИШ-ЧАРАЛАРДЫ УЮШТУРУУ АРКЫЛУУ СОЦИАЛДЫК КОМПЕТЕНЦИЯЛАРЫН КАЛЫПТАНДЫРУУ

Currently, the importance of extracurricular activities in the educational process of students is considered great. Various types of activities create conditions for the comprehensive development of students and active participation in public life. This article discusses the benefits of their extracurricular activities and describes in detail the formation of students’ social competencies using examples. Activities that require leadership develop students’ organizational and leadership skills. In the future, they can become successful leaders in their social and professional lives. Overcoming challenges in activities and learning from failures increases students’ resilience and psychological stability. This prepares them for various life challenges. And sports activities improve students’ physical fitness and strengthen their health. This improves their overall quality of life and develops healthy habits.

Kontribusi Sosial Melalui Program Pertukaran Mahasiswa Merdeka 3 Di Desa Rindu Hati

This service explains the activities of the Student Exchange Program 3. PMM 3 is a one-semester domestic exchange program that will provide the experience of studying at the best universities throughout Indonesia, apart from that it will provide experience of getting to know diversity, honing leadership skills, building networks during college. , with the Nusantara Module activities, one of which is Social Contribution, social contribution is the final series of PMM 3 in 2023. We carry out social contributions in Rindu Hati Village, Kec. Taba Penanjung, Kab. Central Bengkulu, Prov. Bengkulu. The activities we carry out are divided into 3 fields, namely 1. Education, 2. Health, and 3. Tourism Village. And the results of this social contribution activity are being able to help free medical treatment, help teach at SDN 08 Central Bengkulu, provide books as learning media, and develop tourist attractions into tourist villages.

Pelatihan Kepemimpinan Transformasional Calon Guru: Konsep, Integrasi, dan Evaluasinya dalam Pembelajaran

This community service aims to increase students' knowledge and transformational leadership skills so that they can apply transformational leadership when carrying out learning practices in the classroom in the future. Nineteen students participated in the activity, but only 18 completed the evaluation. The science and technology transfer team includes the concepts and dimensions of transformational leadership, integration strategies for transformational leadership using scientific learning models, and how to evaluate students' transformational leadership. The three sciences and technologies were transferred using three methods, namely lectures and discussions, exercises, as well as presentations and reflections. The team evaluated service activities (pre test-post test) using seven open questions developed from the dimensions of transformational leadership developed by Carless et al. (2000). The results showed an average increase in understanding of transformational leadership in the medium category (0.3 <0.7). The highest increase was in the second dimension, namely team development, with a value of 0.70. Meanwhile, the dimension with the lowest increase was charismatic, with a value of 0.30. The other five dimensions are in the value range of 0.47-0.65 or are included in the medium category. In the future, service can be expanded by evaluating students' transformational leadership from the perspective of team/group members in learning activities to provide a more operational evaluation perspective on students' transformational leadership experiences.

Medical students’ experience and learning outcomes of overseas community involvement project: a qualitative study

BackgroundMedical students in Singapore engage in short term medical missions, locally known as Overseas Community Involvement Projects (OCIPs). Little is known about the learning outcomes of an OCIP and how this complements their medical education back home. Understanding this can help the medical educators structure the OCIP to optimise its learning value.ObjectivesThis study aims to gain an in-depth understanding of the experiences and learning outcomes of the medical students who participated in the OCIP.MethodsThis was a qualitative study involving Singaporean students from one medical school travelling to Nepal. Data was collected from reflective journals, overall group reflections and two focus group discussions. The data was thematically analysed using the Accreditation Council for Graduate Medical (ACGME) core competencies for medical professionals.ResultsThe data could be classified under various themes within the six domains of the ACGME framework. The study revealed themes of: humanism, socioeconomic and cultural determinants of health under the domain of patient care, application of medical knowledge, investigating and evaluating the needs of a population and feedback to drive improvement under the domain of practice-based learning and improvement, use of non-verbal cues and communicating across language barriers under the domain of interpersonal and communication skills, healthcare systems and delivery, resourcefulness and adaptability, health equity and accessibility under the domain of systems-based practice, ethics, role-modelling, teamwork and leadership skills, interprofessional skills and resilience under the domain of professionalism. Understanding the students’ motivations, utilising reflections, and following the patients’ journey facilitated attainment of these outcomes.ConclusionsThis OCIP experience translated to learning outcomes aligned with the ACGME framework. There is great potential for the experiential learning from a well-structured OCIP to help with personal and professional development and global health education.

A comparative evaluation of the leadership development needs of basic school leaders in the 4.0 era

School leadership development (SLP) in the context of the Fourth Industrial Revolution (4.0) is a crucial aspect of preparing basic school leaders to navigate the challenges and opportunities presented by the rapid technological advancements and changes in the modern world. The 4.0 is characterized by the fusion of digital, physical, and biological technologies, which profoundly impact various aspects of society, including education. Thus, this study examined basic school leaders’ development needs in 4.0 in Nigeria and South Africa. A comparative research approach of survey design was adopted with the aid of a questionnaire. Descriptive statistics (mean score) and an independent t-test were used to analyze the collected data. Results indicated that basic school leaders in South Africa fared better than their counterparts from Nigeria regarding their 4.0 knowledge. However, no significant difference was found in 4.0 leadership skills. Leaders from both nations indicated the need for development programs in technological applications to enhance competency to perform their administrative tasks. In theory, the study addresses African schools’ 4.0 leadership needs. To lead education into the future, each nation must also understand the specific 4.0 leadership skills its school leaders will need. In light of the study’s findings, policymakers should consider what gaps need to be filled to equip their basic school leaders with Education 4.0 skills.

Introduction to Impacting Education Themed Issue

Educational leadership doctoral granting programs have been on the rise for the last 25 years. These programs recruit students who work full-time as educational leaders while completing full-time doctoral coursework. Previous research on educational doctoral programs has found that they provide unique access to doctorates in education (EdD) for first generation students and students of color. In addition to access, educational doctoral programs create spaces for these students to improve their leadership skills. This issue leverages and shares the voices of alumni of an educational leadership doctoral program and faculty. This special issue highlights what they have learned from their scholar-practitioner journeys. We organized the contributions into three themes that make visible the leadership and scholar-practitioner journeys of our alums and faculty. Most importantly, our contributors emphasize how their doctorate degrees have impacted their capacity for research to inform their everyday practice, and how their leadership abilities were enhanced by the transformative experiences they had in their program.

The Military Medicine Leadership Life Cycle: A Model for Longitudinal Leadership Development for Staff Physicians.

Leadership development is a challenge for all health care systems. Military Medicine has unique challenges with increased frequency of physician turnover and more junior leaders taking on positions of leadership earlier in their careers. Military medical corps officers are also challenged with leading in clinical, academic, and operational settings. Effective leadership within the Military Healthcare System requires an intentional and ongoing leadership development process across the careers of military medical corps officers. This article describes the leadership lifecycle of military medical corps officers, highlighting existing leadership development opportunities and providing an example of a leadership lifecycle from junior staff to senior executive for other organizations. The article concludes with specific recommendations that will allow military medicine to continue to strengthen the leadership skills of its officers to meet ever growing challenges.

Penerapan Demokrasi Pancasila dalam Proses Pemilihan Pengurus Senat Mahasiswa Farmasi Universitas PGRI Adi Buana Surabaya

The aim of this research is to determine the application of Pancasila democracy in the process of selecting administrators for the 2023 UNIPA Surabaya Pharmacy Student Association. This research uses a qualitative method with a descriptive approach and is supported by primary data. This qualitative research was located at the Faculty of Science and Health using interview techniques to obtain data. The research results show high student participation, reflecting a strong democratic spirit. However, there are challenges related to the dominance of the candidate’s popularity and the lack of deep understanding of the values of Pancasila. The role of the election committee has proven important in maintaining the integrity and transparency of the democratic process. The findings highlight the importance of political education and election outreach to increase students’ understanding of Pancasila values and responsibilities as voters. The election process is also a vehicle for character learning for students, honing leadership skills, negotiation and practicing Pancasila values in student organizations. Recommendations include stricter regulations, integration of Pancasila values in the curriculum, as well as increasing student outreach and participation as steps to strengthen democracy and Pancasila values in the campus environment. This research provides in-depth insight into how Pancasila values are applied in the democratic life of students and provides a basis for increasing awareness and respect for these values in the future.

Assessing the priority levels of motivational factors for lecturers: A case study at vietnam national university, Hanoi

Creating motivation plays a crucial role in enhancing the job performance of university lecturers. This study aims to assess the motivational factors among lecturers at Vietnam National University, Hanoi. Five factors with 30 sub-factors influencing lecturers' motivation are considered in this study, including: salary and benefits (S_B, including 6 sub-factors), leadership skills (L_S, including 7 sub-factors), training and professional development opportunities (T_D, including 6 sub-factors), working conditions and environment (W_C, including 5 sub-factors), and recognition and rewards for accomplishments (R_R, including 6 sub-factors). This study applies the Analytic Hierarchy Process (AHP) method using a generalized fuzzy set for analysis. The steps of the fuzzy Analytic Hierarchy Process include: determining the comparison matrix of generalized trapezoidal fuzzy numbers, calculating the values of the fuzzy synthetic extents, and defining the weight vector of generalized trapezoidal fuzzy numbers. Data for the study were collected through expert interviews employing a questionnaire. The analysis results indicate that leadership skills and salary and benefits are the most influential factors on lecturers' motivation at Vietnam National University, Hanoi, followed by working conditions and environment, recognition and rewards for accomplishments, and training and professional development opportunities. Based on the analysis results, the study proposes several solutions to create motivation among lecturers at Vietnam National University, Hanoi, including: VNU-Hanoi and its affiliated units should prioritize bolstering the training of lecturer teams, particularly focusing on educational and training management staff. Furthermore, additional resources should be allocated to improve lecturer income, welfare, and rewards, alongside increasing investment and optimizing the utilization of infrastructure and educational materials for teaching and research purposes.

Pelaksanaan Manajemen Organisasi Sosial dalam Meningkatkan Kepemimpinan Efektif Relawan Sikkola Rakyat Indonesia

Social Organization Management is important for running an organization effectively, this must of course be in line with the leadership character of the people in it. To produce effective leadership, management efforts are needed that can improve the quality of human resources in the organization. Management aspects consisting of Planning, Organizing, Actuating, and Controlling are carried out by each management team in the Sikkola Rakyat Indonesia Organization. Volunteers are an important part for a social organization to run properly, so leadership skills are needed for volunteers to be able to carry out the main tasks and functions that already exist, this is of course supported by the management in the organization, the efforts made to improve Effective leadership is expected to produce Self Awareness, Self Regulation, Motivation, Empathy, and Social Skills for the volunteers at Sikkola Rakyat Indonesia. This research aims to find out how social organization management improves the effective leadership of Sikkola Rakyat Indonesia volunteers, and what are the obstacles in the Starban SR Learning House. The method used in this research is a descriptive research method with a qualitative approach. The data collection techniques used were interviews and observation. The results of the research show that the POAC management aspect has an impact on effective leadership for volunteers, but there are obstacles in terms of time, funds and human resources.

Factors Affecting Construction Project Performance: Bharatpur Metro Case Study

This study is conducted to evaluate the time, cost overrun, time-cost relationship and to identify and evaluate the major factors affecting the performance of construction projects in Bharatpur metropolitan city. The study of 11 recently completed ward office building construction projects, revealed that all of them experienced time overruns, ranging from 28% to 150% beyond the contract time. Additionally, 9 of the 11 projects suffered from cost overruns, ranging from 18.54% to 41.03% over the contract amount. In Bharatpur metropolitan city, there is a positive but moderately predictive relationship between construction time and project cost, with longer construction durations typically associated with higher project costs. A questionnaire survey involving 61 identified factors categorised into 9 groups was conducted, validated through the Content Validity test, Criterion Validity test and Cronbach’s Alpha tests. Analysis using Relative Importance Index (RII) determined that the most significant factors, agreed upon by all stakeholders, included project manager leadership skills, materials price escalation, average delay because of closure and materials shortage, design and drawing changes, subcontractor control, organisation liquidity and delayed payments of Relative Importance Index (RII) ranging from 0.513 to 0.925. The Spearman rank correlation (⍴), there is a significant agreement between the ranking of Client, consultant and contractor

Contribution of Coordination Theories to the Determination of Human Factors Associated With Operating Room Perceived Performance.

The efficient and fluid organization of surgical interventions in an operating room (OR) and operating suite (OS) is important as these are among the most expensive units to run in medical-surgical facilities. The complexity of OS organization requires careful coordination, defined here as the directing of individuals' efforts toward achieving common and explicitly recognized goals. There is currently sparse literature on OS coordination, especially in the French context. This study aimed to respond to this gap by reporting on the coordination mechanisms associated with the perceived performance of OS across 4 facilities in an urban setting in France. We used a qualitative comparative case study based on ethnographic methodology to explore 4 facilities (2 teaching, 1 general, and 1 private). Several investigation techniques were used for data collection (semistructured interviews, participant and nonparticipant observations, and informal interviews) in the OR, the OS, the regulation council (dedicated to adapting the necessary resources to specific procedures and patients' health status), and the OS council (dedicated to strategic and operational OS transformations and adaptations, and responsible for finding solutions to organizational problems). Analysis was guided by Okhuysen and Bachky's theoretical framework on coordination and multi-team systems theory. Data were compared across the 4 facilities and triangulated using the different techniques to ensure coherence and accuracy. Overall, 48 interviews with health care providers and hospital managers and 200 hours of direct observations were performed. The OR exhibited a high degree of coordination, whereas improved perception of performance in the OS depended on managerial competency, trust, and authority. Perceived performance in the regulation council and OS council, on the other hand, depended on the identification of formal objectives by all stakeholders and the development of common understanding (developing agreement, direct information sharing, creating common perspective, substitution, bringing groups together, and storing of knowledge). Based on existing literature on multi-team systems (as represented in the OS organization), this study identifies success factors influencing OS coordination. These include the OS manager's leadership skills; the identification of formal system objectives; and professional differentiation between stakeholders (absence/decrease of a sense of belonging to a multi-team system). This differentiation was related to the high degree of specialization within OS teams, each bringing different norms, cultures, and contingencies that induce dissonance in organization and task performance. Interventions targeting these success factors might improve coordination, and thus performance, in the OS.

Leadership qualities faculty desire in academic leaders: An international Delphi study

BackgroundThe global nursing workforce is confounded by shortages of nurses, faculty, and academic nursing leaders. Nursing academic leaders influence faculty recruitment and retention influencing the enrollment pipeline to fill nurse workforce capacity. ObjectiveTo identify leadership qualities nursing faculty prefer in nursing academic leaders globally. DesignA multi-country exploratory design employed a three-round Delphi process including Demographic Data and open-ended questions. SettingAn online Qualtrics survey was emailed to schools of nursing selected from seven global regions: United States (North America), Mexico (Latin America/ Caribbean), South Africa (Africa), Saudi Arabia (Middle East), Korea (Asia), Sweden (Europe), and Australia (Oceania). ParticipantsA convenience sample of faculty members employed in schools of nursing in the seven countries. MethodA 43-item Qualtrics survey developed from literature review of leadership qualities of nursing academic leaders was distributed to nursing faculty who participated in three Delphi rounds using descriptive statistics to analyze each round. Open-ended questions were analyzed using qualitative descriptive analysis. ResultsIn Round 1, 54 faculty rated the 43 leadership qualities using a Likert Scale, identified the top 10, and added additional qualities not in the list. In Round 2, 26 of the original participants rated the resulting 29 leadership qualities. In Round 3, 16 of the original participants ranked their top 8 leadership qualities: mutual trust and respect; clear communication; creating a cohesive culture; assuring diversity, equity, and inclusivity; integrity; developing effective team structure; effective decision-making; and leading by example. In Round 3 participants rated nurses' preparedness for academic leadership. Open-ended questions identified 1) Strategies to prepare nurses for academic leadership roles and 2) Essential characteristics for effective academic leaders. ConclusionDeveloping key leadership skills can increase the leadership capacity of nursing academic leaders, enhancing work environments, faculty recruitment and retention, helping mitigate a global challenge.

ILead with an EDI Lens

ABSTRACT This conceptual paper introduces the joint San José State University, School of Information and Simmons University, School of Library and Information Science, IMLS grant planning project: iLead: Preparing Tomorrow’s Library Leaders. During 2023–24, the grant team project members are designing an asynchronous online program where library employees may earn micro-credentials. The online program focuses on developing leadership skills with an equity, diversity, and inclusion lens. Contributions from national, state, and local library partners during the development of this curriculum will assist in applying for a future IMLS implementation grant. For more information on iLead: https://www.ileadedi.org/.

Preparing Residents to Navigate Neurosurgical Careers in the 21st Century: Implementation of a Yearlong Enhanced Didactics Curriculum

Background and ObjectiveNeurosurgery residency, known for its rigorous training, must adapt to evolving healthcare demands. Formal education should now encompass areas like quality improvement and patient safety (QIPS), machine learning, career planning, research infrastructure, grant funding, and socioeconomics. We share our institution's experience with a yearlong enhanced didactics curriculum, complementing our traditional teaching. MethodsOur resident and faculty team evaluated essential skills for trainee success and leadership, identified knowledge gaps, and addressed them with 31 lectures. We conducted pre- and 6-month surveys using a Likert scale (1 = strongly disagree, 3 = neutral, 5 = strongly agree) to assess resident education. Survey results were analyzed using Student t-tests, with p < 0.05 indicating statistical significance. ResultsEleven out of twelve residents completed the pre- and 6-month surveys. The surveys revealed improved scores in areas such as research career preparation (3.0/5 to 4.33/5, p=0.002), building research skills (3.18/5 to 4.33/5, p=0.002), and comfort with quality and patient safety (4.09/5 to 4.75, p=0.04). Residents found the lectures highly effective in supplementing their residency training (4.58/5). Qualitative feedback from faculty was highly positive as well. ConclusionsOrganized neurosurgery excels in clinical and technical training for residents but lacks formalized training in crucial nonclinical areas, such as QIPS, machine learning/artificial intelligence, research infrastructure, and socioeconomics. Our formal curriculum focused on these topics, with positive resident engagement and feedback over the first six months. However, continuous longitudinal monitoring is needed to confirm the curriculum’s efficacy. This program may guide other neurosurgery departments in enhancing resident education in these areas.

A Standard Approach to Project-Based Learning in a Clinical Informatics Fellowship.

The Accreditation Council for Graduate Medical Education suggests that Clinical Informatics (CI) fellowship programs foster broad skills, which include collaboration and project management. However, they do not dictate how to best accomplish these learning objectives. This study aimed to describe a standard approach to project-based learning for CI, to share its implementation, and to discuss lessons learned. We created a standard approach to project-based learning based on concepts from adult learning theory, the project life cycle framework, the Toyota Production System, and Improvement Science. With this standard approach in place, we learned how best to support fellows in its use. In addition to this approach to supporting needs assessment, risk/change management, implementation, and evaluation/improvement skills, we found the need to develop fellow skills in collaboration, leadership, and time management/managing up. Supported by project-based learning using this standard approach, and with targeted project selection to meet topic-based learning objectives, fellows reached the ability to practice independently in 15 to 21 months. Fellows are uniquely positioned to ensure the success of projects due to their increased availability and protected time compared with attendings. They are readily available for project teams to draw upon their expertise with clinical workflows and understanding of technological solutions. Project-based learning addressing organizational priorities complements fellow project management coursework and improves fellows' ability to function successfully in large, complex, and dynamic organizations. Exposing fellows to contemporary problems, then addressing them through projects, provides fellows with up-to-date applied informatics knowledge. Project-based learning can ensure that many general CI learning objectives are supported inherently. It reinforces project management teachings, while providing fellows with a marketable project portfolio to aid with future job applications. Having projects tightly aligned with organizational priorities supports ongoing investment in fellowship programs.

Development and Implementation of a Hospitalist Faculty Development Program in a University- and Community-Based Multihospital System.

Robust faculty development (FD) is an emerging area of focus within hospital medicine, a relatively new specialty with limited mentorship infrastructure to find and develop a professional niche. There are few descriptions in the literature of establishing and evaluating an FD program with strategies to evaluate success, invite collaboration, and achieve feasible, useful metrics. We created our University Division of Hospital Medicine's FD Program to help community and academic hospitalist faculty fulfill professional goals in (and beyond) quality improvement, leadership, education, and clinical skills. We describe program development, initial implementation, and early evaluation results. We outline program roles and offerings such as professional development awards, lectures, and mentorship structures. Our program was successfully implemented, measured by engagement and participation via preliminary indicators suggesting programmatic effectiveness: faculty who applied for (and continued participation in) mentorship and faculty development awards and faculty who attended our lecture series. Since program implementation, faculty retention has increased, and percentages of faculty reporting they were likely to remain were stable, even during the coronavirus disease 2019 pandemic. Scholarly production increased and the number of division associate professors/professors grew from 2 in 2015 to 19 in 2024. Our experience can guide institutions seeking to support and encourage faculty professional development. Lessons learned include the importance of needs assessment and leadership commitment to meeting identified needs; how a steering committee can amplify the effectiveness and relevance of FD efforts; and the utility of multiple recognition strategies-quarterly newsletters, monthly clinical recognition, mentions on social media-to support and encourage faculty.

The Mayo Leadership Impact Index Adapted for Matrix Leadership Structures: Initial Validity Evidence.

Physician burnout has reached crisis levels. Supportive leadership is one of the strongest drivers of physician well-being, and monitoring supervisor support is key to developing well-being focused leadership skills. Existing measures of leader support were designed within "direct report" supervision structures limiting their applicability to matrixed leadership reporting structures where direct reports are not the predominant norm. Antecedently, no measure of leadership support is validated specifically for implementation in matrixed leadership structures. Adapt and validate the Mayo Leadership Impact Index (MLII) for settings with matrixed leadership structures. A psychometric validation study utilizing classical test theory and item response theory. A tripartite hospital system in the southwestern US. Physician-respondents to a 2023 cross-sectional survey. After pilot testing, the adapted MLII was examined using a unidimensional graded response model and confirmatory factor analyses. Convergent validity was investigated via correlations with professional fulfillment, perceived autonomy support, self-valuation, and peer connectedness/respect. Divergent validity was tested via correlations with burnout. Of the three candidate revisions of the MLII, the 9-item adaptation was selected for its superior validity/reliability indices. Standardized Cronbach's and Ordinal alpha coefficients were 0.958 and 0.973, respectively. CFA loadings exceeded 0.70 (p < 0.001), and coefficients of variation (R2) exceeded 0.60 for all items. GRM slope parameters indicated "high" to "very high" item discrimination. Items 2, 5, and 8 were the most informative. Positive correlations of the adapted MLII with professional fulfillment, perceived autonomy support, and peer connectedness/respect were observed, supporting convergent validity. Negative correlation with overall burnout supports divergent validity. The findings provide evidence of the adapted MLII's validity, reliability, and appropriateness for implementation within matrixed leadership settings. Prior to this study, no leadership support measure had been validated for use among the growing number of healthcare systems with matrixed leadership reporting structures.