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The potential significance of mindfulness for social relations at work has been recognized in the recent management literature, yet a thorough investigation has been lacking into how mindfulness may help leaders tap into their other-orientation. In this study, we examine whether and how mindfulness training contributes to the development of leaders' social awareness by studying the experiences of 62 leaders who participated in an 8-week-long mindfulness training program. Our study contributes to the literature on management learning and mindfulness in leadership in three ways. First, it identifies how the leaders who participated in mindfulness training see themselves developing toward becoming more socially aware in situations involving followers across the three interlinked domains of human functioning—the cognitive, affective, and behavioral—clarifying mindfulness as an interpersonal phenomenon. Second, it highlights mindfulness as a value-based developmental practice instead of merely a personal stress reduction and attention-enhancement technique. Third, it proposes mindfulness training as a viable approach to enhance leaders' social awareness through a combination of a formal program and continuous self-development, departing from the views of mindfulness as a "quick fix." It also provides a conceptual framework that illustrates the pathway with the potential to build social leadership capacity. [ABSTRACT FROM AUTHOR]

This article explores the relationship between management and leadership development and leadership practice. Critical studies of management and leadership development programmes have mainly focused on such programmes as spaces for identity work and/or identity regulation. This article extends the literature by investigating the notion of organisation, the organisational view, in a large management and leadership development programme and how it works as a source of authority for the participating managers. Our inquiry is based on ethnographic studies of both an in-house management and leadership development programme in a large Danish public organisation and of the managerial practice of six participating managers. Drawing on a communicative constitution of organisations perspective, we analyse how the management and leadership development programme (re)produces a unitarist organisational text, an organisational view that assumes the members of the organisation have the same goals and perspectives. We further analyse how this organisational text shapes the authority relationships that managers engage in in their leadership practice. The article demonstrates how the unitarist organisational text fails in authorising participating managers as it clashes with the plurality of perspectives and interests in the organisation and is not recognised as a source of authority by employees and collaborators. [ABSTRACT FROM AUTHOR]

Copyright of Marketing & Menedzsment is the property of University of Pecs and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines potential negative human resource consequences of leadership development. Applying theoretical perspectives on job demands and resources, we argue that leadership development may result in potential negative outcomes by introducing new and different demands on workers, requiring adjustment and adaptation. We further argue that the pervasiveness of this risk increases as leadership training is distributed across an organisation. We examine the effects of the implementation of a leadership development programme across a whole organisation (N = 9471), analysing data on incidences of withdrawal (absenteeism) and conflict (formal grievances) over a four-year period. We analyse data using fixed-effects modelling, and our findings indicated that increases in the proportions of leaders undertaking development in nineteen service units of the organisation over this period predicted increases in absenteeism and grievances raised by staff. Implications for theory in leadership development, and the management of development initiatives are discussed. [ABSTRACT FROM AUTHOR]

Purpose This publication outlines the development and implementation of a leadership enhancement program for pharmacy technician supervisors at University of Michigan Health (UMH). The program aims to equip these supervisors with the skills and knowledge necessary to excel as leaders in the pharmacy field, addressing the pressing need for strong leaders in healthcare. Summary UMH recognized the need to cultivate effective leaders within its pharmacy department due to the impending shortage of pharmacy leaders and the rising demand for technicians and future pharmacists. To meet this need, a leadership enhancement program was introduced, offering flexibility and a comprehensive framework for enhancing the skills of pharmacy technician supervisors. The program covers annual, biennial, and flexible rotating topics and offers a structured monthly format for active participation. Additionally, the program utilizes a rigorous selection process for training resources and continuous quality improvement efforts to ensure effectiveness. Through developing leadership skills among technician supervisors, the organization aims to achieve tangible benefits, including decreased turnover rates and increased employee satisfaction. Conclusion The program for enhancing supervisor skills at UMH is a flexible and adaptable framework for leadership development in pharmacy. Its success in enhancing leadership skills for future pharmacy leaders is crucial in the evolving healthcare landscape and supports the growth of leaders in this domain. By acknowledging the value and expertise that pharmacy technicians bring, organizations can harness their potential and, in turn, benefit the entire healthcare system. This program's principles are transferable to other organizations seeking to empower their employees with tools to thrive in new leadership roles, thus contributing to their growth and success. [ABSTRACT FROM AUTHOR]

The objective of this article is to present the pertinence between leadership development through the results of an Organizational Climate Survey (OCS), applied through the guidelines of the Neptune Program Manual, which is a comprehensive management program of the Brazilian Navy. The research methodology used is narrative or traditional research. The selected articles were scrutinized to intensify and show the relationship of the themes and the applicability of the Program's tools in the training and development of military leaders in line with the demands of today's world. The contribution comes from the analysis of 30 articles, mainly published in journals of high scientific relevance in the period from 2017 to 2022. The results obtained from the analysis allow the observation of the integration of themes and the application of tools that enable the development of leadership through a pertinent and adequate training program to the most current and relevant practices for the Brazilian Naval Force. The diversity of cultures that are conglomerated in the Navy, provides an opportunity for leadership development appropriate to the current organizational climate, through the results of the OCPs that are periodically held, enabling the development of new leaders. [ABSTRACT FROM AUTHOR]

The demands of changing times in the world of education are certainly felt by education in Indonesia. Currently, the hot topic in education is the mobilising teacher. The purpose of this teacher mobiliser is very much in line with the purpose of the professional learning community, which is a collection of teachers who are required to be moved, move and mobilise in contributing to achieving learning that is liberating and in favour of students. Actually, this learning community has long existed in education in Indonesia. Like the case study that the author conducted at SDIT Salman Al Farisi. This PLC or professional learning community is also implemented by the principal and teacher employees. This Professional Learning Community at SDIT Salman Al Farisi Yogyakarta can be drawn a line about the advantages of the PLC programme here, namely that the Principal is very active in participating in professional learning community activities. [ABSTRACT FROM AUTHOR]

BACKGROUND Psychological capital (PsyCap) is a higher order construct that includes four psychological capacities: hope, efficacy, resiliency, and optimism (known as HERO). PsyCap can be instrumental in navigating workplace challenges; it can be impeded by factors within the environment that may also impact intention to seek leadership development. METHOD A descriptive, qualitative study guided by Husserl's descriptive phenomenology sought to explore faculty perceptions of the external factors of workload, organizational support, organizational resources, and incentive on PsyCap and intent to seek leadership development. RESULTS Analysis uncovered three themes: reset button, driving factors for seeking leadership development, and faculty as leaders. CONCLUSION External factors can either hinder or promote PsyCap and intent to seek leadership development. Constructs within PsyCap are critical for nursing faculty to achieve a "reset." Organizations should offer resources or support to further foster PsyCap. [ABSTRACT FROM AUTHOR]

Educational leadership, including special education leadership, could benefit from learning sciences and advanced technologies used in other fields (e.g., psychology, medicine). Despite over 30 years of research, leadership preparation is not yet incorporating critical knowledge from the learning sciences to understand the expert versus novice knowledge gap. This article embraces emotion as a cornerstone of leadership decision-making, which can be an impactful way to improve regulation and resilience in leadership preparation. [ABSTRACT FROM AUTHOR]

This month we focus on the role of the NICHE Coordinator, who leads NICHE program activities to advance the use of evidence-based practices that improve the quality and safety of care delivered to older adults in healthcare delivery settings. We present a new leadership development class for NICHE Coordinators to enhance their overall effectiveness with implementing the NICHE practice model in their organizations. [ABSTRACT FROM AUTHOR]

Purpose: The study's aim was to design and test a leadership development approach using blended learning, to equip leaders for strengthening their own resilience and that of their teams. Design/methodology/approach: A contextualised leadership development intervention was produced and evaluated following the principles of design-based research. Participants were from three organisations that work internationally to address the impact of economic disadvantage. Initial research used the behavioural event interview technique. Online assessment incorporated measures of situational judgement, emotion recognition and attributional style. Validity measures were multi-rater feedback (criterion), and NEO-PI 3 (construct). Individual feedback and a simulation-based peer workshop were followed by a four-to-six month period of experience-driven development and a final peer workshop for consolidating and evaluating learning outcomes. Findings: The online assessment was a valid measure of leaders' personal resilience resources and their resilience-building capability. Overall, the intervention improved participants' understanding of, and engagement with, the processes of strengthening individual and collective (team) resilience. Research limitations/implications: The target sample size for the study was relatively small, to ensure it would be practical to replicate the approach when designing similar interventions for a senior leadership population in other contexts. Significant results provided robust evidence for the validity of the assessment approach. Findings for the workshops and experience-driven development phase were more tentative, but the value of the design iterations was clearly demonstrated. Practical implications: The leadership development approach is suitable for application in other organisations, if similar principles are followed to produce and evaluate materials relevant to each broad sector context. Roll-out is cost-effective, with relatively few hours of blended or virtual delivery supporting experience-driven learning. Social implications: The impact leaders have on the wellbeing of those who report to them is well established, but less has been done to develop and formally evaluate practical, cost-effective interventions to improve this impact. The approach validated in this study can be applied more widely to benefit employee wellbeing as well as performance. Originality/value: The study developed and evaluated a new approach to preparing leaders for the challenge of building team resilience, an aspect of leadership capability that has been given relatively little attention to date. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to analyze if the sport trajectory could be an impact factor in leadership development. Design/methodology/approach: A qualitative research method has been adopted by conducting 17 in-depth, semi-structured interviews. The data were analyzed with the program Open Code (4.03). Findings: The findings of this study revealed that the interviewed managers perceived that their sport trajectory has had an important influence in the development of their leadership. This influence is determined by four factors: (1) sport profile, (2) sport referents, (3) competences, values and abilities and (4) experiences from different sport roles played during their lifespan. Research limitations/implications: The research is based on interviews with a small sample of managers. In order to develop the research further, a more extensive sample is required. Originality/value: The paper is unique as it examines the impact of the sport trajectory as an impact factor in leadership development. [ABSTRACT FROM AUTHOR]

Effective workplace leadership development programs are considered critical to organizational adaptive capacity and sustainability. The purpose of this exploratory study is to conduct an environmental scan of contemporary practices and approaches to leadership and management development programs in Australian workplaces. An online survey was distributed to a sample of Australian human resource professionals given the field's strong practitioner orientation. The survey sample includes members of the Australian Human Resources Institute (AHRI), the professional body for human resource professionals and practitioners in Australia. The findings indicate a substantial majority of the current practice is not informed by evidence-based theory or practice. The most commonly used model is 70:20:10, which lacks a coherent evidence base and has been widely criticized for that reason. The findings point to the frequent application of bespoke leadership frameworks and significant theory–practice gaps. While organizations cite "ensuring delivery of business results", as the main driver for instigating leadership development programs, with support from top management being crucial to the effectiveness and success of leadership development programs/interventions, evaluation and measurement of impact and return on investment remains problematic. Based on these insights, we present a future research agenda for monitoring and evaluating leadership development programs that will build a stronger theoretical foundation to inform evidence-based practice. [ABSTRACT FROM AUTHOR]

The complex nature of today's global organization has led to the adoption of rotational leadership programs to ensure leaders have the necessary skills to succeed in a global landscape. However, this strategy fails to account for what happens to organizational followers when leaders are rotated to new positions. This research aimed to explore followers' experiences when exposed to rotating leadership. A sequential explanatory research mixed‐methods design was used to identify the types of followers in the global organization and their perceptions of this leadership phenomenon. Phase 1 collected data from 302 members of a global organization and identified participants by follower type. Phase 2 included semi‐structured interviews with 29 participants identified in Phase 1 and explored the followers' lived experiences when subjected to frequent changes in leadership. This study advances previous research that explores employee behavior and organizational change and presents new findings about follower perceptions of frequent leadership changes. First, this study found that followers exposed to fewer leaders were more likely to identify themselves as exemplary followers. Second, the perceptions and experiences of rotating leadership varied by follower type. Third, this study found varying perceptions among followers when compared by job function but found frustration the most common among all follower types and job functions. Finally, regardless of type or job function, all followers shared negative experiences and effects of the leadership rotation phenomenon. Based on these results, we discuss theoretical and practical implications for the global organization and offer recommendations for practice and continued exploration. [ABSTRACT FROM AUTHOR]

IntroductionTwo rising innovations in educational leadership development—using an equity lens and facilitating continuous improvement (CI)—depend upon leaders developing conducive mindsets for the work. However, little research has examined how educational leaders come to develop equity-focused CI mindsets. This is important given that countervailing habits of thinking are likely to develop within leaders’ typical work environments. This paper traces the extent to which an Ed.D. program centered around a pedagogy of critical improvement science can foster shifts from typical habits of thinking towards equity-focused CI mindsets.MethodsData consisted of 13 assignments and semi-structured interviews of six Ed.D. students participating in two parallel and interconnected courses during their first term. The two courses culminated in a common assessment: a White Paper about their equity-focused problem of practice and how their social identities shaped their understanding and role in addressing the problem. Through coding, analytic memos, and member checking, we traced patterns and shifts in students’ thinking over time around five key domains of learning: problem identification, problem diagnosis, use of evidence, social identity, and equity leadership practices.ResultsWe found emergent mindset shifts for all six participants across all learning domains. Students demonstrated new insights about problem analysis and becoming evidence-informed and user-centered, challenging their initial framing of problems through a systems approach to diagnosing problem. These insights intersected with new understandings of their social identities and practices as equity leaders as they reflected on more oppressed and privileged aspects of their identity and wrestled with new understandings that acting as equity leaders would entail disrupting power dynamics and empowering others for collective learning and action.DiscussionThe results reveal the potential of developing equity-focused CI mindsets through leadership programs that intentionally integrate methods of CI with critical analysis of one’s social identity and leadership practices amid systems of oppression.

This publication is part of the Leading Teams series and focuses on the norming stage of team development. This article provides an overview of what leaders and team members should know and includes helpful tips for working through the norming stage of team development. Written by Matthew Gold, Rachel Biderman, Sarah A. Bush, Laura L. Greenhaw, and Carrie N. Baker, and published by the UF/IFAS Department of Agricultural Education and Communication, June 2024.

This third article in the Leading Teams series describes the forming stage teams experience when they are initially assembled. This article describes expected experiences for teams in the forming stage, as well as practical tips for both team members and leaders to successfully support a team through the stage. Written by Laura L. Greenhaw, Sarah A. Bush, Carrie N. Baker, and Matthew Gold, and published by the UF/IFAS Department of Agricultural Education and Communication, April 2024.

Effective workplace leadership development programs are considered critical to organizational adaptive capacity and sustainability. The purpose of this exploratory study is to conduct an environmental scan of contemporary practices and approaches to leadership and management development programs in Australian workplaces. An online survey was distributed to a sample of Australian human resource professionals given the field’s strong practitioner orientation. The survey sample includes members of the Australian Human Resources Institute (AHRI), the professional body for human resource professionals and practitioners in Australia. The findings indicate a substantial majority of the current practice is not informed by evidence-based theory or practice. The most commonly used model is 70:20:10, which lacks a coherent evidence base and has been widely criticized for that reason. The findings point to the frequent application of bespoke leadership frameworks and significant theory–practice gaps. While organizations cite “ensuring delivery of business results”, as the main driver for instigating leadership development programs, with support from top management being crucial to the effectiveness and success of leadership development programs/interventions, evaluation and measurement of impact and return on investment remains problematic. Based on these insights, we present a future research agenda for monitoring and evaluating leadership development programs that will build a stronger theoretical foundation to inform evidence-based practice.

This longitudinal qualitative study explores how social interactions between young professionals and their leadership coach develop leader identity. Examining eleven pairs of coaches and clients participating in a three-to-six-month leadership development programme, this exploratory research found five general interaction types that form the basis of leader identity development. We explain how coaching interaction types are combined to create a powerful adult learning process for navigating leadership transitions in an original leader identity transformation framework. The findings expand the understanding of coaching processes and leader identity transformation, providing insights for researchers and practitioners to help young professionals navigate leadership.

Emily S Becker1,2 1Department of Physical Therapy and Human Movement Sciences, Northwestern University, Chicago, IL, USA; 2College of Graduate Studies, ATSU, Mesa, AZ, USACorrespondence: Emily S Becker, Email Emily.Becker@northwestern.eduPurpose: The researcher aimed to identify how rehabilitation professionals engage in their peer leadership network during the first year following leader development training for the purpose of understanding the networking experiences, development of the peer leadership network, and expansion of collective leadership in an organization.Methodology: A sequential exploratory mixed method design including Q-Methodology and focus group interviews identified the experiences of 11 rehabilitation professionals in an urban rehabilitation hospital during the first year following leader development training.Findings: Three themes were identified. These include: (a) an opportunity to connect, (b) a community of leaders, and (c) a healthy peer leadership network emerged from the data analysis. These results indicated that shared experiences and opportunities to connect in a robust peer leadership network can influence the growth of all leaders independent of their current leadership or networking competency. The opportunity to connect for shared discussions in a healthy peer leadership network can accentuate the learning following leader development curriculum as individual leaders develop leadership and as collectives advance organizational outcomes.Practical Implications: Healthcare organizations should facilitate connections in a healthy leadership network to develop individual and collective leadership in an organization.Keywords: leadership, leadership development, healthcare, peer leadership network

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background & Purpose: The leadership development (LD) is one of the main issues in organizations, and without having the necessary skills and trying to strengthen them in the long term, one cannot expect to progress and achieve goals. In pioneering organizations, LD is considered as an enabling and important capacity. Thus, the aim of this research is to present the LD framework in Melli Bank. Methodology: This research is practical and qualitative. In this research, the collected data are analyzed using multi grounded theory approach. Research participants include 20 experts and senior managers of Melli Bank, and university professors who were selected through theoretical sampling method. Findings: The main phenomenon of LD has two categories: individual LD (human capital) and collective LD (social capital). Also, factors affecting the LD include external and internal organizational factors as well as individual and collective strategies. The context of LD includes political, social, economic, environmental factors, instability and risk, and management systems. LD enablers include the categories of macro-policy, management development, coordination and coherence, provision of resources and management of service operations. The functions of LD include individual, organizational, and extra-organizational growth. Conclusion: Leadership development is considered as a multidimensional process that requires a person's knowledge and the environment, development of communication skills, and effective interactions with group members. The development of collective leadership is the main result of this research and it means strengthening and expanding the skills, characteristics, and strengths related to a team.

Leadership effectiveness is one of the significant concerns in the business world. While attaining goals, leaders offer direction, encouragement, and inspiration. They aid in creating a vision and uniting people behind a common goal. The literature on leadership has shown that leaders are less effective, affecting organizations, the environment, and society. This ineffectiveness is believed to be due to their rigidity, arrogance, narcissism, and ill-being. The research on leadership has shown that, among other factors, stress is one of the leading causes of this inefficiency, affecting leaders’ well-being, attitude, relationships, and organizational productivity. As a result, leaders have poor awareness of how their environment is evolving. For that reason, stress management and a leader’s well-being (mental and physical fitness) become the primary concern for business organizations. Leaders are the frontrunner of organizations, leading organizational objectives such as profit maximization, continuous improvement, employee management, and stakeholder satisfaction. In order to manage the corporate goal and workplace stress, they must ensure their well-being (mental and physical fitness). This paper proposes sports to enhance leaders’ well-being and team-building ‘we’ attitudes, which help leaders to improve the organizational productivity. This paper employs content analysis methodology to justify how sports enhance leadership effectiveness. The time has come to understand the philosophy of sports, which has several benefits that guide practitioners to maintain a balance in their professional and personal life. This paper highlights sport as a vehicle for social change and personal development in leadership effectiveness.

This paper outlines a novel method for leadership researchers and practitioners to understand how and why effective and ineffective leadership look different in different groups. Leadership is a complex and contextually dependent process influenced by the interplay between leaders, followers, the group, and their environment. The social identity approach to leadership describes how a group’s identity shapes the ways in which people can lead effectively. It also implies that (in)effective leadership looks different across diverse groups and teams. Accordingly, it follows that there is no single correct way to lead. To explore these ideas, we propose ethnographic methods, where researchers and practitioners immerse themselves in a group environment, as a novel type of method for examining leadership in action. We suggest the social identity approach as a framework to help guide researchers’ data collection and sense-making of leadership behaviours. Additionally, we explain that ethnographic data can be represented well through creative non-fiction stories that capture the context surrounding leadership behaviours. These stories could support leadership consultancy and development programs to demonstrate the complex interplay between leaders, followers, and the group context.

Globally, organizations invest an estimated USD 60 billion annually in leadership development; however, the workplace application of learning is typically low, and many programs underperform or fail, resulting in wasted time and money and potential harm. This article presents a novel theory- and evidence-informed framework to maximize the outcomes and return on investment (ROI) of leadership development programs. The foundation of the framework derives from four separate literature reviews: three systematic reviews on leadership development, including the only two to isolate gold-standard elements of effective design, delivery, and evaluation, and one on “training transfer”. Informed by innovative principles of leadership development and unique theoretical models and frameworks, this framework consists of 65 evidence-informed strategies that can be applied as a foundation (9), and before (23), during (17), at the conclusion of (11), and sometime after (5), programs, to maximize impact and ROI. Implications for practice and further research are also presented. Given the stakes, there is an urgent need for evidence and tools to maximize the impact and ROI of leadership development. This novel framework provides robust theory- and evidence-informed guidance for governments, policymakers, and those funding, designing, delivering, and supporting development.

Servant leadership is characterized by a core altruistic calling and central attributes of genuine caring, humility, and empathy, and in recent years, has become a style of leadership recommended to be addressed in sports management classrooms because of its associated positive outcomes and emphasis on ethical behavior and decision-making. As the relevance and popularity of servant leadership continue to grow, it gives rise to matters of how this approach to leadership can be better studied and taught to current and aspirant sports professionals. Thus, the purpose of this qualitative case study is to analyze a community-based service-learning project as a mode for developing servant leaders as part of a college sports management curriculum. Nineteen upper-level college sports management students participated in this study by serving as mentors in an after-school program for underprivileged elementary school students for 12 h across the course of six weeks. Participants then completed a written reflection upon the conclusion of the service project. Content analysis of these reflections suggests that service learning may be a positive method for developing servant leaders. The article closes with a discussion of findings, proposed future research questions, as well as ideas for future service-learning projects aimed at developing servant leaders.

BackgroundLeadership development programs are integral to the future success of public health and healthcare organisations. Despite low-and middle-income countries (LMICs) bearing a greater burden of unmet medical needs, fewer professional development opportunities exist in these settings. This study aims to provide a comprehensive understanding of available leadership development programs for healthcare professionals in LMICs.MethodsThis study conforms to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis-P systematic review and traditional meta-analyses guidelines. Articles were identified through five academic databases: Embase, PubMed, Web of Science, ERIC, and Business Source Complete. Eligibility criteria included original research published in peer-reviewed journals on non-clinical, leadership development programs offered to healthcare professionals in LMICs worldwide.ResultsForty-one peer-reviewed articles met inclusion criteria, of which physicians, nurses, and public health professionals were the most common types of providers to attend leadership development programs; no programs exclusively targeted surgeons. The greatest proportion of programs were short-term interventions (ranging from 1 day to 12 weeks). Communication, organizational structure and leadership, and personal development were identified as the three most common leadership themes in the review. Regionally, leadership programs were reported most commonly in Africa, specifically in Anglophone countries. Other regions worldwide, including Latin America and the Caribbean, were underrepresented in the review.ConclusionsThe findings from this review identify gaps in leadership development programs for certain groups of healthcare professionals from certain geographical regions, supporting the need for further provision of and participation in these opportunities in LMICs.

Relying on experiential learning theory and adopting the framework of the emotional intelligence leadership styles, this research analyses the effectiveness of a leadership development programme for graduate students in promoting a change in individual behaviours. A quasi-experimental research design was implemented to analyse the improvement in the adoption of leadership behaviours over time through self and external evaluation. Participants showed a higher frequency of adoption of visionary, coaching and affiliative leadership styles in relation to the pre-test and compared to the control group. In addition, this study explores the influence of the journaling and learning plan techniques on the development of leadership behaviours. Results show that both the definition of a learning plan encompassing individual change goals and the personal reflections on the practice of leadership behaviours influence leadership development. Moreover, engaging in both learning techniques creates a synergistic effect on leadership development. [ABSTRACT FROM AUTHOR]

This essay describes a student-designed framework implemented by an honors program because of budget constraints. The framework's implementation, involving structured student leadership, feedback integration, and curricular adaptations, is detailed along with an exploration of the positive consequences of implementing a student-designed approach to co-curricular offerings. Benefits of the approach include better fulfillment of the honors mission, meaningful student leadership development, program growth, and eventually increased resources. [ABSTRACT FROM AUTHOR]

As the field of early intervention/early childhood special education (EI/ECSE) focuses intently on building, supporting, and sustaining leaders across varying contexts and roles, this study introduced the concept of self-leadership to EI/ECSE self-identified leaders. The research explores differences in self-rated skills based on role, analyzes themes of goals for developing self-leadership skills, and analyzes the measurability of goals set by participants. Fifty-six participants completed the Abbreviated Self-Leadership Questionnaire (ASLQ) (Houghton, Dawley, & DiLiello, 2012), self-rated their own skills, and identified leadership goals. Results show that participants scored themselves highest on evaluating beliefs and assumptions about self-leadership. Selfidentified goals resulted in three primary themes (administrative tasks, relationship building and coaching, and growth in learning). Directions for future research, policy, and recommendations for practice are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Training management literature highlighted that the leadership development training design consists of two important features: training content and training method. The ability of the management to appropriately implement such program features may lead to enhanced training transfer in the organizations. Reviews of the literature on leadership development found that the literature is mostly dominated by Western scholar perspectives. Although this relationship has been studied in the Islamic management views, the leadership development training design only contributed little explanation of workplace training programs. Most Islamic scholars in this field of study only discussed conceptually without suggesting a framework that can serve as a guide for the subsequent measurement. Therefore, this study was undertaken to determine the relationship between leadership development training design and training transfer using questionnaires with 412 leaders in the Malaysian Army Infantry Corps. The path model of SmartPLS version 3.2.5 results stated that there is a significant relationship between the training content and training transfer, and there is a significant relationship between the training method and training transfer. These outcomes showed two important findings. Firstly, the relationship between training content significantly correlated with training transfer. Secondly, the relationship between training methods significantly correlated with training transfer. Statistically, this result demonstrates that the leadership development training design acts as an important antecedent of training transfer in organizations. Further, the discussions, implications and conclusion are elaborated. [ABSTRACT FROM AUTHOR]

Purpose: This article focuses on the leadership development of young adults. The topic is of significant importance as leadership identity tends to form early in life, and its long-term implications contribute to leadership formation. The objective of this study was to gain insights into how leadership is constructed in young adults and how it is manifested in their preferred leadership identity. Design/methodology/approach: This research was approached from a constructivist perspective, utilizing discourse analysis. The authors conducted a study involving 24 written essays by young individuals with a business background, in which they shared their early leadership experiences. Drawing upon a modified life story interview structure, the authors meticulously analyzed the content. Findings: The authors identified eight discourses clustered into two groups according to the types of leadership orientation: toward oneself and toward others. The discourses in the toward oneself group consist of leadership as taking responsibility, leadership as courage, manifesting personal strengths and as a role/status. The toward others group includes discourses approaching leadership as balancing directivity, coordinating and organizing work, personalized approach and as performance management. Research limitations/implications: The major methodological limitations stem from the qualitative design per se. The findings based on qualitative data have limits in generalizing. Practical implications: The authors' findings have practical implications for educators. The authors propose the utilization of critical self-reflection on early leadership experiences and self-narration as effective tools in nurturing and developing young leaders. Social implications: This paper underscores the importance of educating young leaders, as they can create a positive impact on their subordinates and society as a whole. By providing them with leadership skills, the authors initiate a chain reaction of influence that extends through different levels of leadership, leading to significant social change. Originality/value: The authors' originality and contribution to the literature on leadership development lies in showcasing the diversity of perspectives on leadership among participants sharing a similar background and developmental stage. This holds valuable implications for educators working with this cohort. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study is to report and reflect on the development of a tailored executive education programme rooted in state-of-the-art research and focused on enhancing and embedding project leadership competences in a multi-national project-based organisation. Design/methodology/approach: Through a detailed description of an example of a leadership development programme, the paper reflects on the learning journey. Drawing on research in management education, leadership and project management competence development, the authors present the rationale, design, delivery and participant and organisational experiences. Findings: Reflections on the learning journey identify five key points: a) the fundamental role of a programme champion, b) the importance of balancing rigour and relevance in executive education programme design, c) the importance of attending to the milieu of the clientele in terms of culture, demands and where they are in terms of their learning journey, d) the significant role that reflection can play in personal development and e) the competences necessary for project leadership. Research limitations/implications: This paper reflects on a single programme for a single organisation and is therefore at risk of being idiosyncratic and not generalisable. This is indeed a limitation. However, the authors are all experienced in delivering executive education – and therefore can use those experiences to view the reflections. Many of the considerations noted here resonate with other programmes (both in support and through experience of omission having detrimental effects). Practical implications: The paper provides new insights into developing enduring and effective leadership competences in complex project management, i.e. one that has a lasting impact on the organisation and is recognised to provide benefits. The reflections on how the authors charted a course and embarked on a journey are deemed of relevance to academics and industry. Originality/value: The paper provides, for both industry practitioners and academics, new insights into effective leadership development in complex project management, one that has a lasting impact on the individual and the organisation and is recognised to provide benefits. [ABSTRACT FROM AUTHOR]

Purpose: Traditional management models are no longer viable in this complex era, with fast-pacing markets and various emergent properties affecting organizational success. The present study acknowledges the need for developing a coherent framework that leaders may use to evaluate their organizational adaptive ability. Design/methodology/approach: This paper uses theoretical analysis. Findings: This paper proposes the CAL-R framework, which identifies key characteristics of complex adaptive systems (CAS). These actionable elements, manifested in respective behaviors, will increase organizational adaptability. Adaptability is then suggested to be the mediating factor between complex adaptive leadership practice and organizational performance. Research limitations/implications: The suggested actionable elements are developed based on a theoretical, non-measurable approach; however, the need for statistical rigorousness is also acknowledged. Further research and a quantitative approach are also suggested for the development of a sound measurement scale. Practical implications: Applying effective complex adaptive leadership will potentially provide organizations with a competitive advantage by making them more innovative, able to transform and adapt to environmental needs and changes and eventually meet their goals and reach their vision. Leaders may use the identified actionable elements as benchmarks against which they can evaluate their organizations' complex adaptive leadership readiness (CAL-R). Originality/value: The CAL-R framework may be used by leaders in order to evaluate their organization's current adaptive maturity level (ability) and identify the elements they need to focus on more and develop in order to become more adaptive and competitive. [ABSTRACT FROM AUTHOR]

Introduction: Young people with physical disabilities frequently lack opportunities to develop their leadership potential. These include their ability to make decisions and be able to take charge of their leisure programmes. An argument is made that developing leadership skills for youth with physical disabilities can be facilitated by participating in leisure education programmes. Objectives: The objective of this study was to explore youth with physical disabilities' perceptions of how leisure education can be used as a tool to develop their leadership. Method: This study used a descriptive qualitative research design to collect data using the purposive sampling method from 10 youths with physical disabilities aged 18 to 34 years in the Western Cape, South Africa. One-on-one interviews with semi-structured and open-ended questions were used to collect data for this study. Results: The findings of this study include 4 main themes and 11 sub-themes. This study's findings showed that participants' perceptions and experiences were evidence of leisure education being used to build their capacity as leaders within their society. Furthermore, their understanding of how they apply leadership opportunities is an encouraging moment for their development. Conclusion: Leisure education should be considered as a means to promote leadership in youth with physical disabilities in South Africa. Contribution: Knowledge and experience about youth with physical disabilities, their leisure education experiences and skills development during activities. [ABSTRACT FROM AUTHOR]

Early childhood education and care (ECEC) aims to assist all young children and their families in meeting educational, developmental and behavioral outcomes to enhance their quality of life. However, in the United States (US), the field of ECEC lags behind in policies and practices to develop and sustain quality ECEC leadership. Although international initiatives in ECEC leadership have been growing, in the United States, effective leadership practices have been few, isolated and lacking rigor, resulting in a shortage of evidence-based policies and practices in ECEC. This theoretical paper discusses leadership development and system building in ECEC through an ecological framework elaborates on current issues in preparing effective leaders, and offers recommendations to develop a leadership structure for a high-quality ECEC system. The concepts underlying these recommendations can transform the current leadership situation and create well-integrated state and local coordination in leadership development and capacity building in ECEC in the United States. [ABSTRACT FROM AUTHOR]

The article presents an investigation of how Early Years leadership is conceptualised by frontline staff in the context of a social enterprise nursery group in London, England. Moving beyond academic splits in the conceptualisation of Early Years leadership, it considers how those in practice make sense of leadership in the complex and fragmented Early Years sector in England. A diverse sample of 18 staff members across four nurseries developed conceptualisations of Early Years leadership through reflective dialogue. Thematic analysis suggested the following four facets in their conceptualisations of leadership: 1) being hands-on, warm and non-hierarchical, 2) renewing passion through a culture of sharing, 3) committing to a strong sense of social purpose and 4) acting with optimism in difficult contexts. We argue that these themes respond directly to the difficult balance of pedagogical, business and social needs encountered in the Early Years sector. Our main contribution though is the emphasis on leadership as a dialogical construct made and re-made in context and the implications of this for practice-based leadership development in the sector. [ABSTRACT FROM AUTHOR]

Background and Purpose. Doctor of Physical Therapy (DPT) programs accept responsibility for the development of clinical skills and professional behaviors in students. Academic and clinical faculty endeavor to teach and mentor at the highest levels. Doctor of Physical Therapy programs that develop leadership intentionally, specifically personal, or self-leadership may be successful in leading positive change within their graduates' relationships, environments, and patient outcomes. Personal leadership means leading from within as an individual and does not require the individual to have a leadership title or role. It includes characteristics such as authenticity, passion, emotional intelligence, trustworthiness, and credibility. Case Description. This case report will unveil how 1 established residential DPT program integrated personal leadership explicitly as a curricular thread. The 3 pillars are leading self, leading others, and leading systems: organizations and communities. The program used evidence-based processes used to build materials, learning activities, and assessments. The program achieved purposeful integration, including academic/clinical faculty development and progressive student learning experiences. Outcomes. Program assessment through focus groups and curricular surveys shows that students value the curricular content in personal leadership and are meeting the curricular thread behavioral objectives. Discussion and Conclusion. The personal leadership curricular thread shows promise to promote leadership behaviors in students and graduates. [ABSTRACT FROM AUTHOR]

Background & Purpose: The leadership development (LD) is one of the main issues in organizations, and without having the necessary skills and trying to strengthen them in the long term, one cannot expect to progress and achieve goals. In pioneering organizations, LD is considered as an enabling and important capacity. Thus, the aim of this research is to present the LD framework in Melli Bank. Methodology: This research is practical and qualitative. In this research, the collected data are analyzed using multi grounded theory approach. Research participants include 20 experts and senior managers of Melli Bank, and university professors who were selected through theoretical sampling method. Findings: The main phenomenon of LD has two categories: individual LD (human capital) and collective LD (social capital). Also, factors affecting the LD include external and internal organizational factors as well as individual and collective strategies. The context of LD includes political, social, economic, environmental factors, instability and risk, and management systems. LD enablers include the categories of macro-policy, management development, coordination and coherence, provision of resources and management of service operations. The functions of LD include individual, organizational, and extra-organizational growth. Conclusion: Leadership development is considered as a multidimensional process that requires a person's knowledge and the environment, development of communication skills, and effective interactions with group members. The development of collective leadership is the main result of this research and it means strengthening and expanding the skills, characteristics, and strengths related to a team. [ABSTRACT FROM AUTHOR]

We explored the perceptions of individuals in teams (both leaders and members) regarding shared leadership in the South Korean business context, seeking a nuanced and unique understanding of shared leadership. We examined how shared leadership in team‐based structures develops and functions. Informed by the driving and restraining forces framework, we elucidate factors that facilitate and that impede shared leadership practice and implementation. The analysis uses semi‐structured interviews with seven teams that each consist of one team leader and two team members. Findings include the four essential elements of shared leadership and the identification of the driving and restraining forces for why employees and managers welcome or refuse to accept shared leadership. We present strategies for human resource development (HRD) professionals seeking to cultivate shared leadership in the South Korean context. We also discuss the study's limitations and potential directions of inquiry for future researchers. [ABSTRACT FROM AUTHOR]