Leadership during a Crisis: Observations by Emerging Leaders during the COVID-19 Pandemic

2021 ◽  
Vol 24 (3) ◽  
pp. 48-52
Author(s):  
Wendy Nelson ◽  
Arlinda Ruco ◽  
Isser Dubinsky
Keyword(s):  
2003 ◽  
Author(s):  
Melanie A. Gottschalk ◽  
Amanda M. Christisen
Keyword(s):  

2021 ◽  
Vol 13 (01) ◽  
pp. e32-e39
Author(s):  
Sean T. Berkowitz ◽  
Janice C. Law ◽  
Paul Sternberg ◽  
Shriji Patel

Abstract Importance There is a lack of peer-reviewed literature on leadership development programs (LDP) in ophthalmology. Research into LDP demographics, outcomes, and methodology is needed. Objective The aim of the study is to evaluate the extent to which LDPs targeting ophthalmologists meet the needs of emerging leaders. Design The design type of the study is cross-sectional analysis. Setting This study involves international setting. Participants The participants involved were ophthalmologists at any career level. Methods Routine internet search was used to identify LDPs targeting ophthalmologists. LDPs identified were categorized by the outcome data available into four levels based on prior literature. Participants were assessed using previously validated software for gender (Gender-API, 2020) and race or ethnicity (NamSor, 2020) Results Nine programs were identified which were classified into LDP generations. The first LDP in ophthalmology was the American Academy of Ophthalmology (AAO) LDP, which served as the nidus for the formation of four multinational LDPs, together forming the Global LDP. These LDPs were similar in size and scope; program size ranging from nine to 30 participants; a length of 1 to 2 years; with similar curricular offerings; with funding primarily derived from cost-sharing with a nominating society. The second generation of ophthalmology LDPs in the United States has targeted female scientists or faculty (Women's LDP by ARVO) and academic ophthalmology leaders (Academic LDP by Association of University Professors of Ophthalmology).The AAO's LDP appears increasingly diverse with approximately 13% women at inception, gradually increasing from 40 to 65% women in the last 5 years (n = 389). There has also been a notable increase in ethnic diversity. Conclusion and Relevance AAO LDP is the preeminent leadership training program for ophthalmologists, and it has influenced the creation of a new generation of LDP offerings. There remains a paucity of LDP evaluation metrics and reported outcomes. Newer iterations are successfully targeting academic leadership and attempting to address known disparities in gender and race or ethnicity. Further expansion of LDPs and related research can ensure equity and diversity in the pipeline.


2021 ◽  
Author(s):  
C. Susan Howes ◽  
Robert W. Taylor

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.


2018 ◽  
Vol 29 (6) ◽  
pp. 161-165
Author(s):  
Sakina Jaffrey

In November 2016, I was awarded an Emerging Leaders Scholarship from the Florence Nightingale Foundation to help me positively impact patient care and also improve how I lead change within my organisation. This article highlights some of the learning experiences over the last year and the impact that the Scholarship has had.


2010 ◽  
pp. 17-35
Author(s):  
Sherry H. Penney ◽  
Patricia Akemi Neilson
Keyword(s):  

Author(s):  
Tracie McLemore Salinas ◽  
Kathleen Lynch-Davis

In this chapter, we describe how the Appalachian Mathematics Partnership (AMP) used the PRIME Leadership Framework (National Council of Supervisors of Mathematics, 2008) to inform professional development activities that respond to teachers' content and pedagogical needs and cultivate emerging mathematics leadership. The PRIME Leadership Framework fit philosophically with the goals of the project, identifying the reflective, knowledgeable leader, including teachers as classroom leaders, as essential to committing knowledge to action. Further, AMP aligned the leadership framework with its underlying principles for professional development of engaging teachers in meaningful content connected to classroom experiences and high leverage teaching practices, providing a model for how projects can embed meaningful interpretations of leadership in content-oriented professional development.


Author(s):  
Chinh Nguyen ◽  
Heather Davis ◽  
Geoff Sharrock ◽  
Kay Hempsall

MOOCs are a recent development, with little informed consensus on the extent of their future impact on tertiary education. In this paper the authors consider one application of open online courseware, as a platform for professional development within the tertiary sector, with an agreed pathway into award programs in tertiary education management. The case presented is a recently launched ‘emerging leaders and managers program (eLAMP)' for the Australian tertiary education sector. The pedagogical, resourcing and practical issues of designing and supporting this program are examined as a means of exploring the conceptual underpinnings of online technologies and pedagogies.


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