Leadership Development Models: Learning from Different Contexts

Training matters not only for business growth but also for talent acquisition and employee retention. Many experts and researchers highlight the importance and benefits of employee learning and development (Salas et al., 2012). The ATD (Association of Talent Development) 2019 State of the Industry and Training Magazine’s 2019 Training Industry Report indicates that billions of dollars and a tremendous amount of time are being spent on training. Many companies are concerned about the value of their current training programs, especially their leadership development programs (Deloitte, 2018; Kirkpatrick & Kirkpatrick, 2018; Beer et al., 2016; Bernal & Schuller, 2016). As we are experiencing a rapid digital transformation and tough economic times, companies are questioning the effectiveness of their leadership development models. This paper, first, aims to examine seven issues in the learning industry that lead to ineffective training from a practitioner’s point of a view. Then it discusses the Peterson, Song, and Udell (PSU) Training Model, an organizational talent development framework consisting of six specific, focused paths. We also focus on our 4E Training Design Model that resolves issues and makes performance real based on evidence from scientific research and insights from our experiences.

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A New Approach to School Development

10.1007/978-3-030-76837-9_2 ◽

2021 ◽

pp. 23-39

Author(s):

Rose M. Ylimaki ◽

Lynnette A. Brunderman

Keyword(s):

Leadership Development ◽

Culturally Diverse ◽

School Development ◽

Leadership Studies ◽

Development Models ◽

Education Theory ◽

Culturally Diverse Populations ◽

Diverse Schools ◽

School Principalship ◽

Successful School

AbstractIn this chapter, we further explore and contextualize school development amidst the tensions between contemporary policies and the educational needs of students. We conceptualize school development as a process that mediates among tensions that result in a Zone of Uncertainty. We then describe our application of school development in the Arizona Initiative for Leadership Development and Research (AZiLDR). Content was initially drawn from findings from the International Successful School Principalship Project (ISSPP) exploring leadership in high-needs, culturally diverse schools and related leadership studies. Our approach differs from other school development models in at least four ways. First, the approach is grounded in education theory as explicated by John Dewey and others. Closely related, our approach attempts to balance evidence-based values with humanistic values. Third, our approach is grounded in our empirical research and related studies of leadership in culturally diverse schools and communities. Fourth, our approach is process oriented and contextually sensitive for schools as they are situated in the larger community and serving culturally diverse populations. Finally, we develop leadership through a collaborative approach in that we work with school teams as a unit.

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Communication Styles

Communication in Emergency Medicine ◽

10.1093/med/9780190852917.003.0001 ◽

2019 ◽

pp. 3-14

Author(s):

Matt Rustici

Keyword(s):

Emergency Department ◽

Leadership Development ◽

Personality Types ◽

Communication Style ◽

Communication Styles ◽

Myers Briggs Type Indicator ◽

Development Models ◽

Type Indicator ◽

Myers Briggs

This chapter examines how communication styles can influence how effectively people are able to convey information to others while working in the emergency department. In one model, styles are described as assertive, passive, aggressive, and passive-aggressive, where the assertive style is the most effective. In leadership development models like the Myers-Briggs Type Indicator or the DISC personality instrument, there is no superior style of communication but different personality types may prefer to use specific styles of communication which at times can lead to conflict. Understanding one’s own communication style and the communication styles of others can help a person recognize situations in which his or her preferred style is not working and adapt to improve communication.

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Suggestions for Strengthening the Public Health Leadership Development Model

Pedagogy in Health Promotion ◽

10.1177/2373379917721721 ◽

2017 ◽

Vol 4 (2) ◽

pp. 88-94

Author(s):

Brandon Grimm ◽

Melissa Tibbits ◽

Shannon Maloney ◽

Patrik Johansson ◽

Mohammad Siahpush

Keyword(s):

Public Health ◽

Leadership Development ◽

Current Model ◽

Development Model ◽

Public Health Workforce ◽

The Public ◽

Development Models ◽

Health Leadership ◽

Primary Model ◽

Public Health Leadership

For over 20 years the current model of Public Health Leadership Institutes (PHLIs) has been the primary model for “leadership” development. Past studies have shown that the model is successful in increasing participants’ knowledge and developing individual skills. However, limited evidence suggests that the model leads to outcome-based results. This review compares the current PHLI model with traditional corporate leadership development models and determines that the PHLI model is in fact related more closely with a “leader” development model. Additionally, it is suggested that it is not possible to measure outcome-based results because of the limitations of the current model. Finally, recommendations are made to refine the model to make it more closely aligned with a true “leadership” development model, thus making it more effective at educating and training the current public health workforce.

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Reading Development: Models and Processes

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac12.1.3 ◽

2003 ◽

Vol 12 (1) ◽

pp. 3-5

Author(s):

Robin D. Morris ◽

Rose A. Sevcik

Keyword(s):

Reading Development ◽

Development Models

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Benefits and Characteristics of Mentoring Students and Young Professionals

Perspectives on Administration and Supervision ◽

10.1044/aas18.2.67 ◽

2008 ◽

Vol 18 (2) ◽

pp. 67-73 ◽

Cited By ~ 2

Author(s):

Kristal Mills

Keyword(s):

Leadership Development ◽

Clinical Supervision ◽

Effective Means ◽

Academic Research ◽

Mentoring Programs ◽

Teaching Skills ◽

Online Mentoring ◽

Young Professionals ◽

Research And Teaching ◽

Workplace Retention

Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.

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