Developing Team Leaders: A Leadership Development Program to Build Effective Team Leaders

2010 ◽  
Vol 3 (2) ◽  
pp. 102
Author(s):  
Mark Stanbrough
Keyword(s):  
Leadership Development ◽  
Leadership Skills ◽  
Development Program ◽  
Team Leadership ◽  
National Standards ◽  
Trial And Error ◽  
Team Leaders ◽  
Leadership Program ◽  
Effective Leaders ◽  
Service Project

NASPE has developed national standards for coaches with Standard 8 focusing on providing athletes with responsibility and leadership opportunities as they mature. Standard 8 states that coaches should engage athletes in opportunities that nurture leadership and teamwork, which can be learned on the field and exhibited in life. It further states that sports provide an atmosphere for trial and error through practice and competition. Much is expected of team leaders; however, few of them are ever formally taught the leadership skills they need to perform effectively. Like physical skills, leadership skills must be systematically taught, developed, and practiced. Through a structured leadership program, some of the trial and error can be eliminated. High school cross country athletes (N=8) participated in an eight-week structured leadership program. The program met once a week, with each athlete leading a weekly session and the coach serving as a moderator. The topics addressed were: understanding the rewards, risks and responsibilities of leadership, leading by example, and vocal leadership. The athletes also spent five hours performing a community leadership service project and attended a leadership lecture presented by a national expert. There was a significant improvement between a pre and post self-rated Team Leadership Evaluation survey (Janssen, 2007). The athletes felt the program was effective, as they were able to develop insights and leadership skills needed to be more effective leaders.

A Competency-Based Approach to Addressing the Leadership Gap in the Oil and Gas Industry

2021 ◽  
Author(s):  
C. Susan Howes ◽  
Robert W. Taylor
Keyword(s):  
Leadership Development ◽  
Oil And Gas ◽  
Leadership Skills ◽  
Development Program ◽  
Oil And Gas Industry ◽  
Emerging Leaders ◽  
Gas Industry ◽  
Competency Based ◽  
Leadership Development Program ◽  
Technical Professionals

Abstract As oil and gas industry technical professionals land their first supervisory roles, gaps in their leadership skills often become apparent. Years of technical education and training have prepared them well for roles as individual technical contributors, but stronger business, management, and leadership skills are needed as they move into emerging leadership roles in which they direct others. Competency assessments of first-level supervisors and mid-career experienced hires are conducted to determine mission-critical leadership gaps. This process is done in alignment with competency-focused job descriptions that enumerate key soft skills needed in each leadership role and build on a sound foundation of technical competency. Bringing emerging leaders together as a group enhances their networking opportunities as they advance through the program; including experienced hires helps them become attuned to the company's management style. Learning opportunities can include face-to-face instruction, webinars, e-learning, online resources, exercises, business simulations, and coaching and mentoring. Building future leaders is key to succession planning. Introducing experienced hires to the leadership styles of the company ensures the successful integration of new talent into the team. A competency-based approach to assessing emerging leaders provides the roadmap for creating a deep bench of candidates for future roles in executive management. Experienced instructors and mentors are crucial to ensuring the leadership program delivery is aligned with the corporate mission, vision and values. The delivery of the leadership development program can be self-sustaining if program graduates and external expert facilitators are incorporated into the delivery of the program to future cohorts. Technical professionals progress through supervisory/management positions on their respective career ladders primarily by ‘learning on the job' rather than through formal training. This paper looks at differences between the current state of supervisory development and what professionals actually need in leadership skills. These are new skills needed for transitioning from supervisor/manager to an effective leader. New methods of digital delivery allow greater interaction between participants and instructors. Building an innovative leadership development program enhances the company's brand and attracts and retains top talent.

Social Change Model of Leadership Development: A 4-Year Program

2018 ◽  
Vol 4 (2) ◽  
pp. 138-147
Author(s):  
Deirdre P. Dixon ◽  
Ana Maia Wales ◽  
Julia R. Pennington ◽  
Shannon Calega
Keyword(s):  
Social Change ◽  
Leadership Development ◽  
Leadership Skills ◽  
Change Model ◽  
Leadership Program ◽  
Social Change Model ◽  
The Social ◽  
Leadership Experiences ◽  
20Th Anniversary ◽  
Personal Level

The social change model (SCM) of leadership development defines all students as potential leaders. Service acts as a powerful means for developing leadership skills within our students. After the 20th anniversary celebration by the International Leadership Association of the SCM, the authors wanted to illustrate how practice can inform research as they applied the model to a 4-year leadership program. The President’s Leadership Fellows is a 4-year program where all students have an opportunity to develop into leaders through classroom and cocurricular leadership experiences. Students actively participate in individual and group activities designed to experience social change and leadership theory on a practical, personal level. The students can then identify with the key elements of the SCM framework. This article outlines this leadership program and how it can help inform further research from practice.

scholarly journals Essential Skills for Leadership Development in a Multicultural Organization

10.28945/4387 ◽  
2019 ◽  
Vol 3 ◽  
pp. 027-028
Author(s):  
Janelle Ward
Keyword(s):  
Leadership Development ◽  
Pilot Study ◽  
Leadership Skills ◽  
Development Program ◽  
Leadership Development Program ◽  
Essential Skills ◽  
Multicultural Workforce ◽  
Frontline Managers ◽  
Multicultural Organization

This research was conducted to address leadership concerns regarding managers’ effectiveness in leading a multicultural workforce. Essential leadership skills for frontline managers were explored via pilot study interviews and a follow-on survey. Six leadership skills were identified and prioritized that are currently informing the company’s new leadership development program initiative.

Preparing anesthesiology residents to lead: a leadership seminar

2019 ◽  
Vol 33 (1) ◽  
pp. 101-111
Author(s):  
Danielle Cobb ◽  
Timothy W. Martin ◽  
Terrie Vasilopoulos ◽  
Erik W. Black ◽  
Chris R. Giordano
Keyword(s):  
Health Care ◽  
Leadership Development ◽  
Leadership Training ◽  
Health Care Professionals ◽  
Leadership Skills ◽  
Development Program ◽  
Control Group ◽  
Clinical Leadership ◽  
Content Type ◽  
Leadership Development Program

Purpose The purpose of this paper is to discuss a unique leadership curriculum developed at the University of Florida and its impact on the leadership skills and values of the anesthesiology residents since its conception. The authors instituted a voluntary anesthesiology residency leadership development program at their institution to fill a perceived gap in leadership training. Mounting evidence reveals that strong clinical leadership skills improve outcomes for patients and health-care institutions. Additionally, this growing body of literature indicates that optimal outcomes result from effective team behaviors and skills, which are directed through the requisite clinical leadership. Unfortunately, adding leadership training into the existing medical education curriculum is a formidable challenge regardless of the level of learner. Design/methodology/approach To evaluate learners, the authors used the Aspiring leaders in Healthcare-Empowering individuals, Achieving excellence, Developing talents instrument, which is a validated and reliable assessment of leadership competency in health-care professionals. In 2017, the authors surveyed the past five graduating classes from the department (classes of 2012-2016), using the two graduating classes before the program’s implementation as a historical control group. Findings The survey was sent to 96 people, of whom 70 responded (73 per cent). Those participants who usually or always participated in the program responded with higher leadership-readiness skills scores than those who occasionally, rarely or never participated in the program. Notably, those who had participated in another leadership development course at any time had higher skills scores than those who had never participated. Originality/value The study’s data provide evidence that residents who either, often or always participated in the leadership development program perceived themselves to be better equipped to become effective health-care leaders as opposed to residents who never, rarely or occasionally participated.

scholarly journals Leadership for All: An Internal Medicine Residency Leadership Development Program

2016 ◽  
Vol 8 (4) ◽  
pp. 587-591 ◽  
Author(s):  
Jared M. Moore ◽  
David A. Wininger ◽  
Bryan Martin
Keyword(s):  
Leadership Development ◽  
Leadership Training ◽  
Leadership Skills ◽  
Development Program ◽  
Educational Programming ◽  
Daily Work ◽  
Safe Patient Care ◽  
Team Decision ◽  
Leadership Development Program ◽  
Academic Year

ABSTRACT Background  Developing effective leadership skills in physicians is critical for safe patient care. Few residency-based models of leadership training exist. Objective  We evaluated residents' readiness to engage in leadership training, feasibility of implementing training for all residents, and residents' acceptance of training. Methods  In its fourth year, the Leadership Development Program (LDP) consists of twelve 90-minute modules (eg, Team Decision Making and Bias, Leadership Styles, Authentic Leadership) targeting all categorical postgraduate year (PGY) 1 residents. Modules are taught during regularly scheduled educational time. Focus group surveys and discussions, as well as annual surveys of PGY-1s assessed residents' readiness to engage in training. LDP feasibility was assessed by considering sustainability of program structures and faculty retention, and resident acceptance of training was assessed by measuring attendance, with the attendance goal of 8 of 12 modules. Results  Residents thought leadership training would be valuable if content remained applicable to daily work, and PGY-1 residents expressed high levels of interest in training. The LDP is part of the core educational programming for PGY-1 residents. Except for 2 modules, faculty presenters have remained consistent. During academic year 2014–2015, 45% (13 of 29) of categorical residents participated in at least 8 of 12 modules, and 72% (21 of 29) participated in at least 7 of 12. To date, 125 categorical residents have participated in training. Conclusions  Residents appeared ready to engage in leadership training, and the LDP was feasible to implement. The attendance goal was not met, but attendance was sufficient to justify program continuation.

scholarly journals Metacognitive Ability Effect on Leadership Development

2019 ◽  
Vol 3 (3) ◽  
pp. 279
Author(s):  
Emmanuel Mango ◽  
Jeremiah Koshal ◽  
Caren Ouma
Keyword(s):  
Leadership Development ◽  
Sample Size ◽  
Response Rate ◽  
Leadership Skills ◽  
Private Universities ◽  
Leadership Skill ◽  
Mba Students ◽  
Effective Leaders ◽  
Current Leadership ◽  
Metacognitive Ability

Leadership is the single most important element for the success of an organization. This explains why leadership skill is one of the most sought after skills. The only challenge is that effective leaders are few. Leadership development is meant to eradicate the shortage of leaders but there is a widespread outcry about the effectiveness of the current leadership interventions. Despite the huge expenditure in developing leaders, the outcomes are not comparable to the resources invested. Beyond the traditional elements (content, context, program length and delivery) of leadership development, the boundaries of research and practices have to be extended to the neglected elements of learning like metacognitive ability, hence this study examines the effect metacognitive ability on leadership development. The study was conducted among MBA students within private universities in Kenya. The sample size was 314 students, with a response rate of 92 percent. The results reveal that metacognitive ability significantly predicts leadership developments. The results imply that the higher the levels of metacognitive ability that leadership development participants have, the better they are at acquiring leadership skills.

scholarly journals Learning Flow-based Sustainability: Prof. Csikszentmihalyi’s Experiential Learning Approach in Leadership Development

2020 ◽  
Vol 1 (2) ◽  
pp. 129-135
Author(s):  
Zsadány Vécsey
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Leadership Skills ◽  
Serious Game ◽  
Learning Approach ◽  
Leadership Program ◽  
Simulation Based ◽  
Learning Journey ◽  
Learning Flow

FLIGBY (an abbreviation for “Flow is Good Business for You”) is a simulation-based leadership program developing specific skills for establishing and managing sustainable organizational setups. Its concept is based on Prof. Mihaly Csikszentmihalyi’s “Good Business” ideas and embedded in an online serious game that tests and measures 29 leadership skills essential for sustainability. This paper provides an overview of the current challenges in the leadership development sector and gives a behind a curtain look on the designing process of this scientifically based experiential learning journey.

Sign in / Sign up

Export Citation Format

Share Document