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

BMJ Leader ◽  
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.

scholarly journals Leaders on a Mindfulness-Based Program: Experience, Impact, and Effect on Leadership Role

Human Arenas ◽  
2021 ◽  
Author(s):  
Deryl Dix ◽  
Katie Norton ◽  
Gemma M. Griffith
Keyword(s):  
Leadership Development ◽  
Leadership Skills ◽  
Development Program ◽  
Emotional Awareness ◽  
Leadership Role ◽  
Future Research ◽  
Work Related ◽  
Leadership Development Program ◽  
Manufacturing Organization ◽  
The Impact

AbstractAlthough there is putative evidence that mindfulness-based programs (MBPs) may contribute to leadership skills, little is known about the direct experience of leaders who attend such programs. It is therefore unknown how MBPs delivered in the corporate environment are experienced by leaders, or how MBPs may facilitate leadership development. This qualitative study explored how leaders experienced an MBP, introduced as a part of a wider leadership development program, and the impact of this intervention on their work lives and leadership role. Participants (N = 10) were leaders who worked for a global manufacturing organization and who had attended a three-day mindfulness-based program as part of a leadership development program. They were interviewed and the data was analysed using thematic analysis. Following the MBP, eight participants reported enhanced emotional awareness, and a greater understanding of the impact of work-related stress, which in turn helped their leadership role. Two did not see how mindfulness could enhance their leadership skills although the MBP was well received by most of the participants. Three superordinate themes were identified: (1) The participant journey: Mixed experiences of the MBP; (2) A clash of cultures: The challenge of integrating mindfulness into the workplace, and (3) Impact on leadership. These results may inform future research, program design, and implementation.

Leadership Development in Technology Education

2012 ◽  
Vol 2 (1) ◽  
pp. 86-98
Author(s):  
Mohammed Lahkim ◽  
Anrieta Draganova
Keyword(s):  
Information Technology ◽  
Leadership Development ◽  
Undergraduate Students ◽  
Quantitative Method ◽  
Leadership Skills ◽  
Learning Method ◽  
Job Market ◽  
Leadership Model ◽  
The Impact ◽  
Development Course

This research aims to create a methodology for the integration of leadership development in teaching Information Technology (IT) courses by using the Problem Based Learning method (PBL). The research objective was pursued through a review of important current and future leadership skills that IT students need to develop in order to meet IT job market challenges. A conceptual leadership model was developed. This research then investigated the alignment of this conceptual model with the skills requirements of the IT job market and the impact of employing the PBL approach. This study used a quantitative method of survey that was completed by undergraduate students enrolled in an IT web development course. Findings indicated that the use of PBL is an integral part of the process of daily leadership development in teaching IT courses. Students’ perceptions were studied and positive views were recorded.

Impact of Advisor Interaction on the Development of Leadership Skills in Club Sports Officers

2005 ◽  
Vol 29 (1) ◽  
pp. 9-21 ◽  
Author(s):  
Stacey L. Hall-Yannessa ◽  
Scott Forrester
Keyword(s):  
Personal Growth ◽  
Student Leadership ◽  
Leadership Skills ◽  
Leadership Role ◽  
Skills Development ◽  
Future Research ◽  
Club Sports ◽  
Reported Data ◽  
The Impact ◽  
Club Sport

Club sports are an important component of a comprehensive recreational sports program. Participation in club sports and student organizations has been of particular interest to student services professionals who relate this type of involvement to increased skills development and other dimensions of personal growth. For years, club sports programs have required an advisor for each club sport. While there is a growing body of knowledge on the personal growth and development that students experience from faculty and staff academic advising, there is little, if any, empirical research examining the impact of club sports advisors on the development of club sports officers. This study attempts to identify differences in leadership-skills development of club sport officers based on the number of hours the officers spend consulting with their advisor. The researchers surveyed 94 officers using the Student Leadership Skills Inventory eight months after their leadership role had begun. Analysis of the self-reported data reveals a positive correlation between leadership-skills development, and the amount of time spent with the advisor. Suggestions for future research are made in the context of the limitations of the study.

scholarly journals Leadership Development From A Systems Psychodynamic Consultancy Stance

2003 ◽  
Vol 2 (1) ◽  
Author(s):  
W. J. De Jager ◽  
F. Cilliers ◽  
T. Veldsman
Keyword(s):  
Leadership Development ◽  
New Economy ◽  
Training Programme ◽  
Leadership Role ◽  
Qualitative Assessment ◽  
Post Intervention ◽  
Leadership Behaviour ◽  
Basic Assumption Group ◽  
The Impact ◽  
Network Organisation

This research aims to measure the impact of a leadership development programme presented from the systems psychodynamic stance. The aim was to develop psychoanalytically informed change leaders to lead change and transformation in the continuously changing and transforming New Economy network organisation. In order to do this, a group relations training programme was presented for 30 leaders. Qualitative assessment using grounded theory during post-intervention focus groups interviewing indicated the group’s awareness of psychodynamic leadership behaviour such as the regression towards frequent pathological leadership personality characteristics, regression towards unconscious group- and organizational processes such as the basic assumption group, the covert coalition and socially structured defense systems against change and transformation. Insight was also gained in the new leadership role and the taking up of personal authority in the network organisation that needs to function as a systemic whole. Limitations in the study are noted and Recommendations are made to enhance change leader skills for leadership in the New Economy network organisation. OpsommingHierdie navorsing poog om die impak van ‘n leierskapsontwikkelingsprogram wat aangebied is vanuit die sistemiese psigodinamiese perspektief, te evalueer. Die doel was om psigoanalitiese ingeligte leiers te ontwikkel om verandering en transformasie in die gedurige veranderende en transformerende Nuwe Ekonomie netwerk organisasie, te lei. Ten einde dit te bolwerk is. ‘n Groep -verhoudinge-opleidingsprogram is aangebied vir 30 leiers. Kwalitatiewe evaluasie deur van begrondingsteorie gebruik te maak gedurende, die post-intervensie fokus groepe het ‘n groepbewustheid aangedui van psigodinamiese leierskapgedrag soos die regressie na dikwelse patologiese leierskapspersoonlikheidskenmerke, regressie in onbewustelike groep- en organisatoriese prosesse soos die basiese aanname-groep, die koverte-koalisie- en sosiaal-gestruktureerde-verdedigingsisteme teen verandering en transformasie. Insig is ook in die nuwe leierskap rol en die opneem van persoonlike outoriteit in die netwerk organisasie wat moet funksioneer as ‘n sistemiese geheel, bekom. Aanbevelings word gemaak om die leierskapsrol in verandering in terme van vaardighede in die Nuwe Ekonomienetwerkorganisasie, te bevorder.

scholarly journals Mixed-methods evaluation of a leadership development programme for higher specialist trainees

2012 ◽  
Vol 36 (10) ◽  
pp. 386-390
Author(s):  
Christine Healey ◽  
David Fearnley ◽  
Mandy Chivers ◽  
Ovais Wadoo ◽  
Peter Kinderman
Keyword(s):  
Leadership Development ◽  
Qualitative Interviews ◽  
Action Learning ◽  
Development Programme ◽  
Consultant Psychiatrist ◽  
Mixed Methods Evaluation ◽  
Maximum Variance ◽  
Raising Awareness ◽  
Medical Leadership ◽  
The Impact

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.

scholarly journals The impact of leadership development on GP mental health commissioning

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.

scholarly journals Students’ perspective of need for leadership development program in dental education

2020 ◽  
Vol 2 ◽  
pp. 93-98
Author(s):  
M. Vikneshan ◽  
Mamata Hebbal ◽  
Anil V. Ankola ◽  
M. Suganya ◽  
Ratika Sharma
Keyword(s):  
Leadership Development ◽  
South India ◽  
Dental Health ◽  
Leadership Skills ◽  
Development Program ◽  
Leadership Role ◽  
Leadership Roles ◽  
Item Questionnaire ◽  
Leadership Development Program ◽  
Student's Attitudes

Objectives: The aim of this study was to explore dental student’s attitudes toward leadership development and their perceptions of the importance of leadership skills for dentists. Materials and Methods: A 33-item questionnaire with a combination of both closed- and open-ended items (31 closed-ended items and 2 open-ended items) was administered to 862 students from three dental institutes in South India. Results: Majority of students agreed that it is important for dentists to have leadership skills and they can be learned. Most reported that they expect to assume a leadership role in their dental practice (50.9%). Over one- third (35.4%) anticipate participating in leadership roles in dental associations, 27.4% in academic dentistry, and 17.1% in military dentistry. Approximately two-thirds of respondents strongly agreed (39.4%) or agreed (27.1%) that they would be interested in participating in a leadership development program if offered at their school. Most of the students (92.3%) had not participated in any leadership program. Conclusion: Majority of the students had a positive attitude toward the development of leadership among dentists and were ready to take a leadership role in the future. This study implies the need for leadership development program to improve the leadership skills of dental health workforce.

Leadership Education at the Middle and High School Levels

2016 ◽  
pp. 195-218
Author(s):  
Mark Patrick Ryan
Keyword(s):  
Leadership Development ◽  
Leadership Skills ◽  
Leadership Education ◽  
Youth Leadership ◽  
Self Assessment ◽  
Academic Resiliency ◽  
Personal Wellness ◽  
Long Term Impact ◽  
The Impact

This study used extensive interviews, observations, a self-assessment of youth leadership skills, and collection of student academic, fitness, attendance and discipline data to analyze the impact of the California Cadet Corps on the youth in grades 4-12 that the program serves. Interviews with adult alumni of the program were also conducted. The data showed a remarkable long-term impact on promoting leadership development as well as skills and attitudes of citizenship, patriotism, basic military knowledge, personal wellness, and academic resiliency.

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