Part IV. Skill Building Strategies and Tools for Personal Growth and Life Improvement

Purpose – The purpose of this paper is to explore how educators can benefit from data on teaching methods or sources of learning used for the leader development of undergraduate students. To advance the field, the authors contend that programs for leader development need to clearly identify what area of development is being improved (e.g. conceptual understanding, personal growth, skill building, feedback), intentionally build connections toward those objectives for development, and incorporate experience within the structure of undergraduate education to facilitate better outcomes. Design/methodology/approach – Ratings on the teaching methods used by participants with experience facilitating leader development activities for undergraduate students were solicited in an online survey. Each participant (n=66) responded to questions about 25 sources of learning for leader development. Questions asked the degree to which each source of learning provided the learning outcomes of conceptual understanding, feedback, skill building, and/or personal growth to undergraduate students. Findings – Participants perceived small group discussion, and film/television clips to promote conceptual understanding, while internships and 360-degree feedback did so to a lesser degree. Sources of learning perceived to facilitate skill building were group projects, and giving presentations. Conversely, completing case studies and listening to lectures were rated as unlikely to foster personal growth. Originality/value – The results can help educators make a more informed decision about the adoption of teaching methods for leader development. Hopefully, this practice will create standardization in undergraduate leader development that researchers have asked for and serve as a platform for recommending timetables and sources of learning that better define the what and how of leader development. Likewise, these findings benefit industry, because strong parallels to both the content and techniques used in industry and by universities exist.

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How should we develop leaders?

Development in Learning Organizations An International Journal ◽

10.1108/dlo-08-2016-0080 ◽

2016 ◽

Vol 30 (6) ◽

pp. 7-9

Keyword(s):

Case Studies ◽

Undergraduate Students ◽

Conceptual Understanding ◽

Teaching Methods ◽

Personal Growth ◽

Group Discussion ◽

Content Type ◽

Pertinent Information ◽

Skill Building ◽

Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Participants in a study on how educators can benefit from data on teaching methods or sources of learning used for the leader development of undergraduate students, perceived small group discussion, and film/television clips to promote conceptual understanding, while internships and 360-degree feedback did so to a lesser degree. Sources of learning perceived to facilitate skill building were group projects and giving presentations. Conversely, completing case studies and listening to lectures were rated as unlikely to foster personal growth. Practical implications The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/Value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

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Part 2 – Roots to Grow and Wings to Fly: An Ethnography of Psychosocial Development in Adolescent Performance Sport.

10.20944/preprints202201.0039.v1 ◽

2022 ◽

Author(s):

Sergio Lara-Bercial ◽

Jim McKenna

Keyword(s):

Psychosocial Development ◽

Personal Growth ◽

Personal Development ◽

Attentional Focus ◽

Deep Network ◽

Fine Grain ◽

Building Activities ◽

Generative Mechanisms ◽

Skill Building ◽

A Performance

Part 1 of this 2-paper series identified a wide and deep network of context, generative mechanisms and outcomes responsible for psychosocial development in a performance basketball club. In this – part 2 – study, the stakeholder’s programme theories were tested during a full-season ethnography of the same club. The findings confirm the highly individualised nature of each young person’s journey. Methodologically, immersion in the day-to-day environment generated a fine-grain analysis of the processes involved, including: i) sustained attentional focus; ii) structured and unstructured skill building activities; iii) deliberate and incidental support; and iv) feelings indicating personal growth. Personal development in and through sport is thus shown to be conditional, multi-faceted, time-sensitive and idiosyncratic. The findings of this two-part study are considered to propose a model of psychosocial development in and through sport. This heuristic tool is presented to support sport psychologists, coaches, club administrators and parents to deliberately create and optimise developmental environments.

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37 Sustained quality of life improvement at one year follow-up in patients with ischemic heart failure listed for heart transplantation submitted to endocardial injection of bone marrow cells

European Journal of Heart Failure Supplements ◽

10.1016/s1567-4215(04)90018-5 ◽

2004 ◽

Vol 3 (1) ◽

pp. 6-7

Author(s):

H DOHMANN

Keyword(s):

Quality Of Life ◽

Heart Failure ◽

Bone Marrow ◽

Heart Transplantation ◽

Bone Marrow Cells ◽

Ischemic Heart Failure ◽

Life Improvement ◽

One Year

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Bidirectional Associations Between Self-Perceptions of Aging and Processing Speed Across 3 Years

GeroPsych ◽

10.1024/1662-9647/a000165 ◽

2017 ◽

Vol 30 (2) ◽

pp. 49-59 ◽

Cited By ~ 12

Author(s):

Anna L. Seidler ◽

Julia K. Wolff

Keyword(s):

Processing Speed ◽

Personal Growth ◽

Significant Loss ◽

Path Model ◽

Outcome Variable ◽

Beneficial Effects ◽

Self Perceptions ◽

Chi Squared ◽

Perceptions Of Aging ◽

Bidirectional Associations

Abstract. Background: Previous studies point to a potential relationship between self-perceptions of aging (SPA) and cognitive performance. However, most of these studies are limited by their experimental design. Previous longitudinal studies looked solely at memory as an outcome variable without examining the directionality of effects. The present study examines the direction of effects between two domains of SPA (personal growth and physical losses) and processing speed (PS). Methods: The sample consists of 8,198 participants of the German Ageing Survey (DEAS), aged between 40 and 93 years. A cross-lagged path model was estimated to examine directions of relationships across 3 years via chi-squared difference tests for each domain of SPA. Results: In the unconstrained models, the effect of SPA domain personal growth in 2008 on PS in 2011 and vice versa were marginally significant. For SPA domain physical losses, the effect of SPA on PS was significant, whereas the other direction of the effect did not reach significance. However, the cross-lagged paths of both domains of SPA on PS and vice versa could be set equal without a significant loss of model fit. The resulting associations indicate a significant bidirectional relationship between both domains of SPA and PS. Discussion and conclusion: This study provides initial evidence that SPA can influence trajectories of cognitive decline and vice versa. The results emphasize the detrimental and beneficial effects that stereotypes can have on individuals and add further evidence to the theory of stereotype embodiment.

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Persönliche Reifung (Personal Growth) durch Belastungen und Traumata:

Diagnostica ◽

10.1026//0012-1924.47.3.153 ◽

2001 ◽

Vol 47 (3) ◽

pp. 153-162 ◽

Cited By ~ 124

Author(s):

Andreas Maercker ◽

Robert Langner

Keyword(s):

Personal Growth ◽

Soziale Unterstützung ◽

Soziale Erwünschtheit

Zusammenfassung. Die deutschsprachigen Versionen der Selbstbeurteilungsfragebögen “Persönliche Reifung nach Belastungen“ (PRB) und “Posttraumatische Persönliche Reifung“ (PPR) werden vorgestellt und teststatistisch überprüft. Der PRB-Fragebogen ist eindimensional, während der PPR-Fragebogen fünf Subskalen umfaßt: Neue Möglichkeiten, Beziehungen zu Anderen, Persönliche Stärken, Wertschätzung des Lebens und Religiöse Veränderungen. Die untersuchte Stichprobe (N = 141; MAlter = 37.5 Jahre, SD = 17.8, Altersbereich 19-78 Jahre; 63.8% weiblich) setzt sich aus Teilstichproben älterer Studenten mit schweren Lebensereignissen sowie Patienten aus internistischen Kliniken zusammen. Es werden Angaben zur Reliabilität, faktoriellen und diskriminanten Validität der beiden Fragebögenversionen gemacht, die die Faktorenstruktur der englischsprachigen Originalversionen weitgehend bestätigen. Beide Fragebögen korrelieren sehr hoch miteinander. Zur externen Validierung der Fragebögen wurden Bewältigungsstrategien, wahrgenommene soziale Unterstützung, Symptome der Posttraumatischen Belastungsreaktion sowie die soziale Erwünschtheit untersucht. Aufgrund von theoretischen und faktorstrukturellen Gesichtspunkten wird die Verwendung des fünf Dimensionen erfassenden PPR-Fragebogens empfohlen. Offene Probleme der Validierung werden abschließend diskutiert.

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