The impact of a leadership development programme on nurses' self-perceived leadership capability

Aims and methodNewly appointed consultant psychiatrists have reported that management and leadership is an area for which they are unprepared. Our aim was to evaluate the impact of a leadership development programme based on the principles of ‘action learning’ for higher trainees. A questionnaire survey was sent to 54 trainees and consultants who had attended the programme. Qualitative interviews were conducted with 15 participants using the concept of maximum variance sampling.ResultsThe relevance of the topics covered, the opportunity for free discussion and increased understanding of National Health Service policy were rated highest. At the end of a thematic analysis, themes were organised into four major categories: (a) lack of engagement with management during training; (b) the lasting impact of the leadership development programme; (c) understanding the larger organisational context; and (d) transition to consultant psychiatrist.Clinical implicationsThe findings suggest that programmes such as this can be successful in raising awareness and increasing engagement in medical leadership and management.

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The impact of leadership development on GP mental health commissioning

Leadership in Health Services ◽

10.1108/lhs-09-2016-0046 ◽

2017 ◽

Vol 30 (3) ◽

pp. 343-351

Author(s):

Emma Dickerson ◽

Lee-Ann Fenge ◽

Emily Rosenorn-Lanng

Keyword(s):

Mental Health ◽

Leadership Development ◽

Mixed Method ◽

Personal Development ◽

Positive Impact ◽

Development Programme ◽

Third Party ◽

Learning Needs ◽

Content Type ◽

The Impact

Purpose This paper aims to explore the learning needs of general practitioners (GPs) involved in commissioning mental health provision in England, and offer an evaluation of a leadership and commissioning skills development programme for Mental Health Commissioners. Design/methodology/approach Retrospective mixed method, including online mixed method survey, rating participants’ knowledge, skills, abilities, semi-structured telephone interviews and third-party questionnaires were used. Results were analysed for significant differences using the Wilcoxon Signed Ranks test. Open-ended responses and interview transcripts were analysed thematically. Findings Indicative results showed that participants perceived significant impacts in ability across eight key question groups evaluated. Differences were found between the perceived and observed impact in relation to technical areas covered within the programme which were perceived as the highest scoring impacts by participants. Research limitations/implications The indicative results show a positive impact on practice has been both perceived and observed. Findings illustrate the value of this development programme on both the personal development of GP Mental Health Commissioners and commissioning practice. Although the findings of this evaluation increase understanding in relation to an important and topical area, larger scale, prospective evaluations are required. Impact evaluations could be embedded within future programmes to encourage higher participant and third-party engagement. Future evaluations would benefit from collection and analysis of attendance data. Further research could involve patient, service user and carer perspectives on mental health commissioning. Originality value Results of this evaluation could inform the development of future learning programmes for mental health commissioners as part of a national approach to improve mental health provision.

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Service-Learning and Leadership Life Skills: An Experimental Study

Journal of Youth Development ◽

10.5195/jyd.2007.360 ◽

2007 ◽

Vol 2 (1) ◽

pp. 49-65 ◽

Cited By ~ 1

Author(s):

B. Darlene Locke ◽

Barry Boyd ◽

Steven Fraze ◽

Jeff W. Howard

Keyword(s):

Leadership Development ◽

Service Learning ◽

Life Skills ◽

El Paso ◽

Reflection Group ◽

Two Samples ◽

Perceived Leadership ◽

Post Test ◽

The Impact ◽

Reflection Component

This study examined the effect of service activities on the development of leadership life skills in youth and (queried) if having a reflection component as part of the activity makes a difference. Additionally, the study examined the impact of selected demographics including age, gender, type of service completed monthly and 4-H membership on the development of leadership life skills. Participants in the study were from two samples. One group represented the El Paso National Youth Service Day, the other represented the District 11 4-H Leadership Lab in Branham, Texas. Participants were randomly assigned to a control (no reflection) or treatment (with reflection) group. Youth participants self rated their leadership life skills using a 33-question post-test only questionnaire. Demographics were reported in nine additional questions. The major findings of the study are as follows: 1) Overall, the participants reported their perceived leadership life skills to be high in four of the five subscales; 2) The inclusion of a reflection component did not significantly affect perceived leadership life skills; 3) Type of service, whether direct or indirect, had a significant impact on perceived leadership life skills; 4) 4-H membership had a significant impact on the Personal Leadership Development subscale.

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Implications of a Field-Based Police Leadership Development Programme

Policing A Journal of Policy and Practice ◽

10.1093/police/paz063 ◽

2019 ◽

Author(s):

Amanda Davies ◽

Matt Heysmand

Keyword(s):

Leadership Development ◽

Development Strategy ◽

Police Officers ◽

Learning Experience ◽

Leadership Education ◽

Simulation Based ◽

Leadership Capability ◽

Programme Content ◽

Training Programmes ◽

The Impact

Abstract Evolving demands of the global police community to provide authentic, impactful leadership education and training programmes remain unabated. At the centre of this article is the evaluation of the impact of a unique simulation-based learning for leadership development for police officers. A mixed-method approach including field-based interviews 6 months post programme participation was applied to capture the officers’ perspective of their experience and the potential short- and long-term implications. The evaluation included the officers’ supervisors providing an important contribution in understanding the perception of the influence of the programme on the officers’ development and contribution to their professional practice. The key learning initiative discussed in the article is the influence of the unique mobile simulation-based learning approach for transfer of leadership learning to application in the field. The findings indicate that the learning experience is influential in supporting the development of the officers’ leadership capability and application in their operational duties and their approach to leadership and decision-making beyond the professional to their personal lives. Furthermore, the programme content and delivery design offer an efficient and effective leadership development strategy that is realizing tangible benefits for the officers, the organization, and the community they serve.

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Learning while leading: a realist evaluation of an academic leadership programme

BMJ Leader ◽

10.1136/leader-2021-000508 ◽

2021 ◽

pp. leader-2021-000508

Author(s):

Shelly-Anne Li ◽

Ruth Chen ◽

X Catherine Tong ◽

Anne K Wong ◽

Teresa M Chan

Keyword(s):

Leadership Development ◽

Leadership Skills ◽

Realist Evaluation ◽

Development Programme ◽

Academic Leadership ◽

Leadership Role ◽

Work Settings ◽

Evaluation Approach ◽

Personal Leadership ◽

The Impact

IntroductionMany academic health centres and universities have implemented leadership development programmes; however, their potential impact in different contexts in healthcare remains unknown. We assessed the impact of an academic leadership development programme on the self-reported leadership activities of faculty leaders in their respective work contexts.MethodsTen faculty leaders who participated in a 10-month leadership development programme between 2017 and 2020 were interviewed. The realist evaluation approach was used to guide deductive content analysis, allowing concepts related to what works for whom, why and when to emerge from the data.ResultsFaculty leaders benefited in different ways depending on the organisational context (eg, culture) in which they reside and their individual contexts (eg, personal aspirations as a leader). Faculty leaders who have minimal mentorship in their leadership role gained an increased sense of community and belongingness with peer leaders and received validation in their personal leadership approach from the programme. Faculty leaders with accessible mentors were more likely than their peers to apply the knowledge they learnt to their work settings. Prolonged engagement among faculty leaders in the 10-month programme fostered continuity of learning and peer support that extended beyond programme completion.ConclusionsThis academic leadership programme included participation of faculty leaders in different contexts, resulted in varying impacts on participants’ learning outcomes, leader self-efficacy and application of acquired knowledge. Faculty administrators should look for programmes with a multitude of learning interfaces to extract knowledge, hone leadership skills and build networks.

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Impact of a leadership development programme for physicians in India

Leadership in Health Services ◽

10.1108/lhs-05-2019-0027 ◽

2019 ◽

Vol 33 (1) ◽

pp. 73-84

Author(s):

Kamal Gulati ◽

Angel Rajan Singh ◽

Sachin Kumar ◽

Vivek Verma ◽

Shakti Kumar Gupta ◽

...

Keyword(s):

Leadership Development ◽

Goal Attainment ◽

Leadership Competencies ◽

Positive Outcome ◽

Information Management System ◽

Development Programme ◽

Content Type ◽

Medical Leadership ◽

The Impact ◽

Post Assessment

Purpose The purpose of this study was to evaluate the impact of leadership development programme on enhancing leadership competencies of physicians in India. Assessment of leadership competencies of physicians is critical for designing suitable leadership development programmes. The previous studies of authors have revealed significant gaps in leadership competencies among physicians in India. Hence, authors have designed a programme incorporating various facets of health-care leadership and evaluated its impact on improvement of leadership competencies of top- and mid-career level professionals. Design/methodology/approach A six-day offsite residential programme incorporating a three-day component of leadership development was organized, in which 96 physicians participated. A mix of pedagogical approaches was used. A pre- and post-assessment of 30 medical leadership competencies was done using a self-administered questionnaire. Findings Majority of participants (69%) scored their competencies at Level 3 and Level 4 (Average to Good) with a mean score ranging from 3.20 ± 0.85 to 4.12 ± 0.71 in the pre-assessment group. In contrast, in post-assessment, this shifted to Level 4 and Level 5 (Good to Very good) in 72% with mean scores ranging from 3.8 to 4.24. Statistically significant differentiation was noted in pre- and post-assessment mean scores for all 30 competencies. The maximum improvement was noted in Competency 29 “Information management system planning and implementation”, whereas the least improvement was noted in Competency 12 “Holding self and others accountable and responsible for organizational goal attainment”. Originality/value The authors believe that this is the first study from India to assess effectiveness of leadership development programmes on enhancing medical leadership competencies demonstrating positive outcome. The findings of this study can provide a roadmap for designing of future medical leadership development programmes for physicians in India.

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