Leadership Skills Inventory: Self-Assessment

2017 ◽  
pp. 24-37
Author(s):  
Terry D. Anderson ◽  
Ron Ford ◽  
Marilyn Hamilton
Keyword(s):  
Leadership Skills ◽  
Self Assessment ◽  
Leadership Skills Inventory

scholarly journals A Study on Relationship Between Subordinates’ Perceptions of Destructive Leadership and Upward Bullying

2021 ◽  
Vol 8 (S1-Feb) ◽  
pp. 107-116
Author(s):  
Sameeksha Kaushik
Keyword(s):  
Leadership Style ◽  
Leadership Skills ◽  
Destructive Leadership ◽  
Self Assessment ◽  
Work Related ◽  
Multifactor Leadership ◽  
On Line ◽  
Software Engineers ◽  
Immediate Supervisor ◽  
And Behavior

Many studies have been conducted to understand the existence of workplace bullying in subordinate-supervisor relationship in relation with leadership. However, not many studies have focused on the study of bullying caused by subordinates to the managers (upward bullying) and which behavior of the leader or subordinates leads to this bullying. Upward bullying includes bullying behaviors such as threats or malicious accusations shown by subordinates to their supervisor and destructive leadership includes behavior that undermines motivation or work-related satisfaction of subordinates. The purpose of this study is to explore a significant relationship between subordinate perceptions of destructive leadership and upward bullying. A questionnaire of scales consisting of 34 items was used where upward bullying was found out by using Negative Acts Questionnaire Revised (NAQ-R) scale and to measure destructive leadership, rater form of Multifactor Leadership Questionnaire (MLQ) was used. One hundred and ninety-three software engineers who are employed in digital (IT) firms have completed an on-line questionnaire of their perceptions of the leadership style and behavior of their immediate supervisor, and the frequency with which they are engaged in specific bullying behaviours targeting their supervisor. The results of the study helped to explore the lacked evidences of upwards bullying and to know the subordinates’ perceptions due to destructive leadership at work environment. The findings revealed that subordinates’ perceptions of destructive supervisory leadership were moderately correlated with an increased incidence of upward bullying. This paper offers support for prevalence of upwards bullying which can be a response to destructive leadership, and as this research is done with a specific sector, it further enhances need of future researches. Few recommendations like educating employees about workplace behaviours at organisations are discussed. Practical implications to be taken by the managers such as self-assessment of managers to improve leadership skills are discussed.

Development and implementation of a structured leadership programme for junior doctors

BMJ Leader ◽  
2020 ◽  
pp. leader-2020-000281
Author(s):  
Anum Pervez ◽  
Aaisha Saqib ◽  
Sarah Hare
Keyword(s):  
Leadership Skills ◽  
District General Hospital ◽  
Training Programme ◽  
Junior Doctors ◽  
Leadership Roles ◽  
Self Assessment ◽  
Leadership And Management ◽  
Business Cases ◽  
Do So

IntroductionHealthcare performance and quality of care have been shown to improve when clinicians actively participate in leadership roles. However, the training for junior doctors in leadership and management is either not formally provided or requires out of programme training. In this article, we discuss how we devised a leadership training programme for junior doctors at our district general hospital and reflections on how it can be implemented elsewhere.MethodsA junior doctors leadership programme was developed involving workshops and guidance through delivery of quality improvement projects. A precourse and postcourse questionnaire assessing preparedness to lead was given to trainees to assess the effectiveness of the course.ResultsUsing a Likert Scale, trainees provided quantitative self-assessment for precourse and postcourse changes in their leadership skills. There was an overall increase in confidence across key areas such as communication, preparing business cases and understating hierarchies of management teams.DiscussionThe structure of this leadership programme has provided the opportunity to address gaps in leadership skills that trainees encounter, without the need to extend training. This programme is easily reproducible and offers other trusts a guide on how to do so.

Digital mastery in Indonesia: the organization and individual contrast

2020 ◽  
Vol 39 (4) ◽  
pp. 359-390
Author(s):  
Reza Ashari Nasution ◽  
Devi Arnita ◽  
Linda Sendy Lediana Rusnandi ◽  
Elis Qodariah ◽  
Priyantono Rudito ◽  
...  
Keyword(s):  
Digital Technology ◽  
Leadership Skills ◽  
Digital Transformation ◽  
Gap Model ◽  
Self Assessment ◽  
Content Type ◽  
Individual Level ◽  
Digital Initiative ◽  
The Individual ◽  
A Company

PurposeOur research objective here is to contribute theoretically and empirically to providing a gap model of digital mastery development in a company. The gap model will be a reference for the companies to develop their digital mastery.Design/methodology/approachTo gain deeper insights into the study, a mixed method of qualitative and quantitative was performed. The level of digital mastery of the organization was determined using quantitative techniques through a self-assessment questionnaire. Meanwhile, digital mastery at the individual level was measured by a qualitative method using an open-ended (essay format) survey questions.FindingsThe findings show a stark difference between the organization and individual regarding their digital mastery level. At the end of the paper, the authors suggest some remedies that will help those companies narrowing the gap and fulfill the agenda of their digital transformation.Research limitations/implicationsFurther research should analyze more industries or companies, conducting case studies to discover more detailed findings as to where the gaps are located or conducting digital readiness and leadership skills at the individual level to discover the direction of development of digital technology in a company. We expect this research can be replicated in other countries, so that wider general insights into the development of digital technology may be obtained.Practical implicationsUpper-area companies are indicated by their execution of partial digital initiative in the company which results in the lack of socialization of the ongoing digital activities into the individual level. Companies, especially Top Management, need to develop more knowledge about digital application and transformation to every individual in the company. Meanwhile, lower-area companies should improve their engagement across all organization members. The companies should be able to take advantage of their existing employees who possess knowledge in digital application and transformation and generated various artifacts to motivate other employees to jointly transform the organization into a Digital Master.Originality/valueOur study compares the perception toward digital mastery at the organization and individual levels. Both levels are different and need to be compared, as suggested by Schuchmann and Seufert (2015) and Hinings et al. (2018). Comparison at both levels does not exist at the time of this study. Accordingly, what problems and challenges are faced by companies undergoing a digital transformation will largely remain unknown.

scholarly journals Expression of Leadership in Practical Activities of Leader of Artistic Collective

Pedagogika ◽  
2014 ◽  
Vol 115 (3) ◽  
pp. 221-245
Author(s):  
Vilius Tavoras ◽  
Gailė Kvedaravičiūtė
Keyword(s):  
Scientific Literature ◽  
Leadership Skills ◽  
Ability To Work ◽  
Self Assessment ◽  
Influence Spread ◽  
Self Development ◽  
Research Leadership ◽  
Personal Qualities ◽  
Influence Process ◽  
Research Analysis

Following the experience of Lithuanian and foreign educational researchers, this article analyses the expression of leadership in practical activities of the leader of artistic collective. The role and purpose of leadership in practical activities of the leader of artistic collective are also revealed, peculiarities of expression of leadership skills are identified and the most important strategies for development of expression of leadership skills are highlighted. The problem of the research: how practical activities may influence spread of leadership of artistic collective’s leader and what kind of influence this may be. The object of the research: leadership of artistic collective’s leader and its expression in practical activities. The aim of the research: to reveal peculiarities of expression of leadership of artistic collective leader in practical activities. The methods of research: analysis of scientific literature, description (model) of expression of leader’s skills, questionnaire survey, calculation of absolute and percentage values. Conclusions: Following the analysis of scientific literature, the leadership in this article is defined as an influence process, which is manifested in practical activities through communication and collaboration, initiative, reflectivity and personal qualities. The developed and scientifically substantiated model of expression of leadership of artistic collective’s leader consists of the following components: communication and collaboration, which is expressed through ability to work in a team; expeditious informing about the conducted activity, its situation and changes; efficient conflict resolution; initiative, which is manifested in formulation and presentation of vision and goals; organisation of activities; consistency of activities; reflectivity, which is expressed through professional development; reaction to feedback and self-assessment; personal qualities, which are realised through charisma, inspiration and determination. 1. Leadership of artistic collective’s leader are strongest revealed in practical activities through communication and collaboration (52.4 % of the leaders are able to understand importance of collaboration of collective members and 72.4 % of them understand peculiarities of socialpsychological maturity of the collective) and initiative (almost every second leader (48.2 %) is able to set high and ambitious goals to oneself and members of the collective and the majority of them (71.2 %) are frequently successful in searching for new kinds of activities and implementing them). Least frequently leadership of artistic collective’s leaders is expressed through reflectivity. Occasionally only almost half of the leaders in the research (48.6 %) succeed in analysing achievements and progress of the collectives and 45.7 % of the leaders are able to analyse causes of behavior and to react efficiently. More than third of the respondents (39.5 %) only sometimes manage to apply the principle of experiential learning: to discuss its effect on members of the collective. The revealed peculiarities of leadership skills enabled to establish the key strategies for development of expression of leadership of artistic collective’s leader: 1)  deeper reflection of activities, 2)  development of collaboration, 3)  self-development of personal features, 4) encouragement of initiative at all the levels of activities.

scholarly journals Competencies to Guide a Leadership Curriculum for Family Medicine Chief Residents

2018 ◽  
Vol 50 (9) ◽  
pp. 694-697 ◽  
Author(s):  
M. Kim Marvel ◽  
Janell Wozniak ◽  
Alex J. Reed
Keyword(s):  
Family Medicine ◽  
Assessment Tool ◽  
Leadership Skills ◽  
Chief Resident ◽  
Leadership Competencies ◽  
The Self ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Leadership Curriculum ◽  
Further Development

Background and Objectives: Chief resident leadership competencies are neither clear nor standardized. The goal of this project was to identify specific leadership skills for chief residents and to develop a self-assessment tool. Methods: Chief residents from 10 family medicine residencies participated in focus groups to identify leadership skills required to be an effective chief resident. The ideas generated by participants were grouped into 10 competencies and a self-assessment tool was developed. The tool has been used to help chief residents self-assess their leadership strengths and weaknesses, and to identify teaching priorities for biannual leadership workshops. Results: The self-assessment instrument was completed by 83 chief residents over 5 years. Mean ratings range from 3.19 to 3.57 on a 5-point scale (low to high competency). The self-ratings of residents starting their chief year compared to residents at the end of their chief year showed an increase in 9 of the 10 competencies. Conclusions: The leadership competencies are a useful tool to identify training priorities and to help chief residents or other leaders within a residency program identify skills for further development.

scholarly journals Development and Validation of the Foundational Healthcare Leadership Self-assessment

2018 ◽  
Vol 50 (4) ◽  
pp. 262-268
Author(s):  
Sonja Van Hala ◽  
Susan Cochella ◽  
Rachel Jaggi ◽  
Caren J. Frost ◽  
Bernadette Kiraly ◽  
...  
Keyword(s):  
Family Medicine ◽  
Leadership Skills ◽  
Principal Component ◽  
Early Career ◽  
The Self ◽  
Self Assessment ◽  
Healthcare Leadership ◽  
Residency Programs ◽  
Development And Validation ◽  
Family Medicine Residents

Background and Objectives: We sought to develop and validate a self-assessment of foundational leadership skills for early-career physicians. Methods: We developed a leadership self-assessment from a compilation of materials on health care leadership skills. A sequential exploratory study was conducted using qualitative and quantitative analysis for face, content, and construct validity of the self-assessment. First, two focus groups were conducted with leaders in medicine and family medicine residents, to refine the pilot self-assessment. The self-assessment pilot was then tested with family medicine residents across the country, and the results were quantitatively evaluated with principal component analysis. This data was used to reduce and group the statements into leadership domains for the final self-assessment. Results: Twenty-two invited family medicine residency programs agreed to distribute the survey. A total of 163 family medicine residents completed the survey, representing 16 to 20 residency programs from 12 states (response rate 28.9% to 34.8%). Analysis showed important differences by residency year, with more advanced residents scoring higher. The analysis reduced the number of items from 33 on the pilot assessment to 21 on the final assessment, which the authors titled the Foundational Healthcare Leadership Self-assessment (FHLS). The 21 items were grouped into five leadership domains: accountability, collaboration, communication, team management, and self-management. Conclusions: The FHLS is a validated 21-item self-assessment of foundational leadership skills for early career physicians. It takes less than 5 minutes to complete, and quantifies skill within five domains of foundational leadership. The FHLS is a first step in developing educational and evaluative assessments for training medical residents as clinician leaders.

A Comparison of Self-Assessment and Peer Assessment of Leadership Skills

NASPA Journal ◽  
2001 ◽  
Vol 38 (3) ◽  
Author(s):  
Cathryn G. Turrentine
Keyword(s):  
Leadership Practices ◽  
Peer Assessment ◽  
Leadership Skills ◽  
Self Assessment ◽  
Self Reports ◽  
Self Assessments ◽  
Peer Reports

Members of a residential leadership community reported whether they had practiced specific leadership skills in the preceding semester and, if so, how well they believed they had performed on that skill. Results were compared with the responses of peer observers. Self-reports of leadership practices were confirmed by peer reports in 72% of cases. Self-assessments of the quality of performance were confirmed by peer assessments in 83% of cases.

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