scholarly journals A Leadership Development Programme: A Case Study of Transformative Learning in Qatar

2021 ◽  
Vol 10 (2) ◽  
pp. 1-17
Author(s):  
Frances Maureen Schnepfleitner ◽  
Marco Paulo Mala Ferreira
Keyword(s):  
Leadership Development ◽  
Transformative Learning ◽  
Cognitive Skills ◽  
Success Factors ◽  
Selection Process ◽  
Learning Experiences ◽  
Development Planning ◽  
Development Programme ◽  
Rich Data

Leadership development is an important issue for Qatar as it strives to achieve the ambitious goals set out in its 2030 National Vision (Ministry of Development Planning and Statistics, 2015). Various resources are being invested, but often with minimal results, forcing Qatar to continue to rely on expatriate expertise. Transformative learning experiences that change the deeply held beliefs, worldviews, and frames of reference of what it means to be a 21st century leader in Qatar are needed. This paper presents the case study of an executive leadership development programme to identify key success factors or inhibitors that fostered or hindered transformative learning experiences. It includes in-depth interviews conducted over a 10-month period during 2015. Additional rich data of the participants' experiences were obtained from their blogs, written assignments, and organisational documentation. A thematic analysis identified 11 themes, the inclusion of which fostered transformative learning or, the absence of which, hindered transformative learning: (1) identifying stakeholder expectations, (2) conducting a respected selection process, (3) appropriate English levels, (4) alignment between content and the participant's educational and cognitive skills, (5) time and commitment allocated to a well-structured pre-programme and a (6) post-programme stage, (7) in-depth awareness of the participants' professional and cultural contexts, (8) inclusion of autonomous components, (9) inclusion of personal and cultural interactions, (10) an acceptable balance of travel, stress, uncertainty, and course intensity, and (11) a group dynamic. There were indications the intensity of the programme pushed the participants beyond the required state of disorientation necessary for transformative learning and into one of being overwhelmed and stressed.

scholarly journals Operationalising resilience for disaster medicine practitioners: capability development through training, simulation and reflection

2019 ◽  
Vol 22 (3) ◽  
pp. 667-683
Author(s):  
Jonas Hermelin ◽  
Kristofer Bengtsson ◽  
Rogier Woltjer ◽  
Jiri Trnka ◽  
Mirko Thorstensson ◽  
...  
Keyword(s):  
Cognitive Skills ◽  
Safety Management ◽  
Critical Infrastructure ◽  
Disaster Medicine ◽  
Development Programme ◽  
The Body ◽  
Operational Environment ◽  
Capability Development ◽  
Educational Training

Abstract Resilience has in recent decades been introduced as a term describing a new perspective within the domains of disaster management and safety management. Several theoretical interpretations and definitions of the essence of resilience have been proposed, but less work has described how to operationalise resilience and implement the concept within organisations. This case study describes the implementation of a set of general resilience management guidelines for critical infrastructure within a Swedish Regional Medical Command and Control Team. The case study demonstrates how domain-independent guidelines can be contextualised and introduced at an operational level, through a comprehensive capability development programme. It also demonstrates how a set of conceptual and reflective tools consisting of educational, training and exercise sessions of increasing complexity and realism can be used to move from high-level guidelines to practice. The experience from the case study demonstrates the value of combining (1) developmental learning of practitioners’ cognitive skills through resilience-oriented reflection and interaction with dynamic complex open-ended problems; (2) contextualisation of generic guidelines as a basis for operational methodological support in the operational environment; and (3) the use of simulation-based training as part of a capability development programme with increasing complexity and realism across mixed educational, training and exercise sessions. As an actual example of a resilience implementation effort in a disaster medicine management organisation, the study contributes to the body of knowledge regarding how to implement the concept of resilience in operational practice.

Higher Education Engagement in Leadership Development

2012 ◽  
Vol 26 (6) ◽  
pp. 461-472 ◽  
Author(s):  
Karen Jones ◽  
Sally Sambrook ◽  
Andrew Henley ◽  
Heather Norbury
Keyword(s):  
Leadership Development ◽  
Lived Experience ◽  
Single Case ◽  
Development Programme ◽  
Single Case Study ◽  
Learning And Development ◽  
Policy Makers ◽  
Programme Development ◽  
The Life Course

This paper explores the lived experience of leadership learning and development in a single case study of an entrepreneur participating in a major leadership development programme for owner–managers of small and medium-sized enterprises (SMEs). Based on autobiographical research, it provides a rich contextual account of the nature and underlying influences of leadership learning throughout the life-course and as a consequence of participation in the programme. Whilst the paper should interest scholars, policy makers and those concerned with programme development, it may also resonate with entrepreneurs and help them make sense of their experience of leadership development.

scholarly journals Developing and spreading leadership across levels: The facilitating and constraining role of context

2021 ◽  
pp. 135050762199347
Author(s):  
Sylwia Ciuk ◽  
Doris Schedlitzki
Keyword(s):  
Leadership Development ◽  
Distributed Leadership ◽  
Development Programme ◽  
Institutional Arrangements ◽  
The Public ◽  
Political Dynamics ◽  
Institutional Forces ◽  
Nested Approach

Leadership development programmes increasingly encourage plural forms of leadership to counteract the pitfalls of individualistic approaches. This paper contributes to our understanding of the role of context in developing and spreading leadership across hierarchies. Working within an omnibus approach to context, previous research has highlighted the role of institutional forces in the emergence of distributed leadership in the public sector, yet so far neglected the influence of the discrete organisational context. Drawing on an in-depth case study of a private sector organisation trying to recover from a turbulent past through an in-house leadership development initiative, we show how the omnibus and discrete organisational contexts jointly facilitate and constrain the development and spread of leadership and how they are instrumentalised in this process. We surface how social and political dynamics associated with socio-material relationships and institutional arrangements, together with wider omnibus forces, influence the aim of an in-house leadership development programme and its potential to impact perceptions and practice of distributed leadership in organisational settings. We argue that a nested approach to context – encompassing the interconnected omnibus and discrete contexts – is required for a deeper understanding of the factors that facilitate and constrain the development and spread of leadership.

scholarly journals Investigating the influence of a leadership development programme within the Danish public sector

2016 ◽  
Vol 12 (23) ◽  
pp. 62-70
Author(s):  
Roddy Walker
Keyword(s):  
Leadership Development ◽  
Public Sector ◽  
Development Programme ◽  
Educational Practices ◽  
Case Study Approach ◽  
Study Approach

The article outlines the approach taken in an ongoing PhD study, investigating organisational influences of a diploma programme in leadership offered to employees within the Danish public sector. The intention is to considerthe implications of wider societal conditions and organisational contexts, rather than solely focusing on events taking place on-site in the development programme. By undertaking a multi- sited ethnography and adopting a case study approach, individual trajectories of participation through the programme become traceable, training focus on individual leaders’ iterative movement between the organisational and educational practices, and the manner in which they translate between these contexts.

Profiles of engagement: An investigation of transformative learning experiences

2011 ◽  
Author(s):  
Kevin J. Pugh ◽  
Cassendra M. R. Bergstrom ◽  
Bryden Spencer
Keyword(s):  
Transformative Learning ◽  
Learning Experiences
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