Human-Centered Leadership Development: A Communication-Based Approach for Promoting Authentic and Transformational Leadership

2021 ◽  
pp. 232948842110565
Author(s):  
Abram D. Anders
Keyword(s):  
Transformational Leadership ◽  
Leadership Development ◽  
Experiential Learning ◽  
Strategic Communication ◽  
Social Contexts ◽  
Learning Approaches ◽  
Psychological Resources ◽  
Organizational Challenges ◽  
Academic Settings ◽  
Applied Design

Leadership development (LD) has been shown to deliver significant value in both professional and academic settings. However, scholars of leadership communication and LD have argued for a need to recognize LD as a highly social, co-creative, and communicative process in which followership and larger organizational and social contexts play a significant role. Recent research has also argued for self-directed and experiential learning approaches to promote learning mindsets and psychological resources for long-term growth. The present study addresses these challenges by developing a holistic theoretical model and an applied design for LD comprised of evidence-based communication interventions that address intrapersonal, interpersonal, and strategic communication contexts in order to promote both authentic leadership and transformational leadership capacities. The model employs human-centered design methods to complement established experiential learning models and facilitate co-creative engagement with situated organizational challenges.

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

scholarly journals A Strategic Framework for Transformational Leadership Development in Megaprojects

2021 ◽  
Vol 13 (6) ◽  
pp. 3480
Author(s):  
Abdulla Abdulaziz Al-Subaie ◽  
Mohd. Nishat Faisal ◽  
Belaid Aouni ◽  
Faisal Talib
Keyword(s):  
Transformational Leadership ◽  
Leadership Development ◽  
Leadership Style ◽  
Structural Model ◽  
Project Success ◽  
Project Managers ◽  
Transformational Leaders ◽  
Policy Makers ◽  
Transformational Leadership Style ◽  
Interpretive Structural Model

Project managers’ leadership has a direct and an indirect effect on project success. Extant literature has established that transformational leadership style positively affects project success in a major way. The main aim of this research is to understand the variables that positively affects transformational leadership development and their interrelationships in megaprojects. The Total Interpretive Structural Model (TISM) methodology is adopted to propose a framework, and Impact Matrix Cross-Reference Multiplication Applied to a Classification (MICMAC) approach is used to examine the strategic nature of the enablers. The research shows that there exists a group of enablers having a high driving power and low dependence, requiring maximum attention and of strategic importance, while another group consists of those variables that have high dependence and are resultant actions. Furthermore, the model explains the relationships among each pair of variables. Organisations dealing in megaprojects would be the major beneficiaries of this study. Policy makers in these organisations would explicitly understand the variables and their interrelationships that needs attention for transformational leadership development. This would help them to prioritize their efforts and implement suitable strategies to focus on the most important variables for developing transformational leaders ultimately leading to project success.

Transforming Ways of Enhancing Foreign Language Acquisition in the Spanish Classroom: Experiential Learning Approaches

2017 ◽  
Vol 50 (2) ◽  
pp. 398-409 ◽  
Author(s):  
Isabel Moreno-López ◽  
Aida Ramos-Sellman ◽  
Citlali Miranda-Aldaco ◽  
Maria Teresa Gomis Quinto
Keyword(s):  
Language Acquisition ◽  
Experiential Learning ◽  
Foreign Language ◽  
Learning Approaches ◽  
Foreign Language Acquisition ◽  
Spanish Classroom

scholarly journals Assessment of Experiential Learning and Teaching Approaches in Undergraduate Programmes at the School of Agricultural Sciences, Makerere University, Uganda

2017 ◽  
Vol 6 (5) ◽  
pp. 155
Author(s):  
Opolot Henry Nakelet ◽  
Isubikalu Prossy ◽  
Obaa Bonton Bernard ◽  
Ebanyat Peter ◽  
Okello Dorothy
Keyword(s):  
Experiential Learning ◽  
Teaching Quality ◽  
Learning Approaches ◽  
Learning Abilities ◽  
Traditional Lecture ◽  
Learning And Teaching ◽  
Makerere University ◽  
Curriculum Review ◽  
Lecture Method ◽  
Agricultural Sciences

Competent graduates are a critical input in enhancing the university’s role in agricultural transformation. How graduates play their role in contributing to development mirrors on how they trained. Low quality graduates are believed to be a product of a more subject-centered and instructive style of teaching. The Makerere University Kampala School of Agricultural Sciences (SAS) made effort to improve and enhance the competence of its lecturers to use a learner centered teaching approach in its programmes through training. This paper presents an assessment of how the training influenced the lecturers to use different teaching practices toward producing quality responsive graduates. Data was collected from 120 students and 20 lectures from the SAS using a semi-structured questionnaire. The findings show that Training lecturers in experiential learning influenced their awareness and use of experiential learning approaches in delivery of the courses they taught. Effective application of experiential learning approaches was constrained by challenges of varied understanding and appreciation of the concept among lecturers, short class periods, large class sizes and financial limitations. In effect, the traditional lecture method remained dominant. Above all, application of experiential learning approaches is not institutionalized at SAS thus limiting the attainment of critical and reflective thinking for the attainment of lifelong learning abilities among students. To strengthen application of experiential learning approaches, training of all lecturers and curriculum review to integrate experiential learning practices as part of the general teaching quality assurance measures is critical.

Effectiveness of full range leadership development among middle managers

2015 ◽  
Vol 34 (9) ◽  
pp. 1161-1180 ◽  
Author(s):  
Teerapun Chaimongkonrojna ◽  
Peter Steane
Keyword(s):  
Transformational Leadership ◽  
Leadership Development ◽  
Effective Leadership ◽  
Middle Managers ◽  
Leadership Behaviors ◽  
Full Range ◽  
Development Program ◽  
Content Type ◽  
Full Range Leadership ◽  
The Impact

Purpose – The purpose of this paper is to examine the impact of the Full Range Leadership Development Program (FR-LDP) of middle managers of a furniture company in Thailand and explore how they experience the leadership development phenomenon. It addresses the fundamental question of how effective leadership behaviors occur and are sustained. Design/methodology/approach – In total, 31 middle managers completed a six-month multi-methods development program of three alternating training sessions and on-the-job practice. A 360-degree feedback survey of the Multifactor Leadership Questionnaire 5X Short, comprising 284 questionnaires of “leaders” and “raters,” was used to measure the change in effective leadership behaviors and the overall leadership outcome. A sub-sample of 20 participants from these managers was selected for in-depth interviews at the end of the intervention. Semi-structured interviews and critical incident analysis was applied to understand the leadership experience of these managers. Findings – The study revealed that leadership behavior and overall outcome performance had improved over the course of the FR-LDP. The program did contribute positively to individual learning. Sustained effectiveness was not due solely to the development or intervention process, but also on individual objectives and action, together with supervisor interest and support. Research limitations/implications – The study provides a valid, in-depth insight into leadership in Thailand, which has practical application. However, the size of the sample may not be sufficient for broad generalizations in other cultural contexts or environments. Originality/value – The study extends the understanding of how middle managers develop transformational leadership in Thailand. The study contributes to how middle managers learn what they need to know, how they get to know it and factors that influence their practice of transformational leadership in their workplace. The findings provide to organizations options on resources, talent retention and sustaining organizational performance.

Fueling leadership in yourself: a leadership development program for all types of health-care workers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nathan Houchens ◽  
Stacy L. Sivils ◽  
Elizabeth Koester ◽  
David Ratz ◽  
Jennifer Ridenour ◽  
...  
Keyword(s):  
Health Care ◽  
Leadership Development ◽  
Experiential Learning ◽  
Employee Engagement ◽  
Health Care Workers ◽  
Development Program ◽  
Learning Methods ◽  
Content Type ◽  
Daily Work ◽  
Care Workers

Purpose Leadership development may be a key strategy to enhance job satisfaction, reduce burnout and improve patient safety in health-care systems. This study aims to assess feasibility of a leadership development series in an effort to invigorate a collaborative culture, create peer networks and elevate autonomy in daily work. Design/methodology/approach The authors implemented a collectivistic leadership development series titled Fueling Leadership in Yourself. The series was designed for all types of health-care workers in the medicine service at a tertiary referral center for veterans. Two series of leadership development sessions with varied experiential learning methods were facilitated by content experts. Subjects focused on leadership approaches and attributes applicable to all roles within a health-care system. The authors collected participant perceptions using pre- and post-series surveys. Primary outcomes were understanding and applicability of leadership concepts, employee engagement in leadership, satisfaction with training and work environment and qualitative reflections. Findings A total of 26 respondents (of 38 participants) from 8 departments and several role types increased their knowledge of leadership techniques, were highly satisfied with and would recommend the series and found leadership principles applicable to their daily work. Participants continued to use skills years after the series. Practical implications Short, intermittent, collectivistic leadership development sessions appear effective in expanding knowledge, satisfaction and skills used in daily practice for a diverse group of health-care workers. Originality/value Novel programmatic aspects included inviting all types of health-care workers, practicing universally applicable content and using a variety of active, experiential learning methods.

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