scholarly journals Personal Development Planning and Vertical Leadership Development in a VUCA World

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Kyle Coopersmith
Keyword(s):  
Leadership Development ◽  
Personal Development ◽  
Working Life ◽  
Development Planning ◽  
Direct Application ◽  
Personal Goals ◽  
Self Awareness ◽  
Developmental Approach ◽  
Development Plans ◽  
Vertical Leadership

To explore how personal development can be utilized as a tool for leaders to adapt to our VUCA (volatile, uncertain, complex, and ambiguous) world, a qualitative study was conducted on the narrative experiences of eight leaders who had successfully completed personal development plans. The emerging field of vertical leadership development, recognized as a unique developmental approach towards overcoming complexity and uncertainty, was connected to the key themes of personal development planning. Vertical leadership development and personal development planning were united across five conceptual themes: development and application of skills, self-awareness, self-efficacy, self-exploration, and continuous improvement. The experiences of the participants helped to inform how their plans connected with these themes, and how plan success and retention can be ensured overall. The study found that plans are at their most successful when they are thoroughly structured with the individual’s personal goals in mind, have direct application to the participant’s working life, and are supported by some degree of accountability and/or reflection. The study observed thematic connections between conventional personal development plans and vertical leadership development, highlighting potential connections between developmental approaches that are focused on boosting skills competency and capacity in times of VUCA. The findings help to inform how personal development plans can best serve as a resource towards managing complexity, uncertainty, and change.

scholarly journals Personal Development Planning of the UK Students: Implementation Models

2020 ◽  
Vol 29 (4) ◽  
pp. 146-154
Author(s):  
N. Yu. Shaposhnikova
Keyword(s):  
Personal Development ◽  
Development Planning ◽  
Learning Needs ◽  
Specific Work ◽  
Metacognitive Skills ◽  
Model Type ◽  
Constant Change ◽  
Development Plans ◽  
Implementation Models ◽  
The Uk

The aim of the article is to show the ways of the UK students’ personal development as one of the higher school answers to the challenges of the complex world of today, whose only certainty is constant change. The programme of personal development is aimed at preparing students for their future life and profession, ensuring their adaptation to the constantly changing conditions. On the basis of the analysis and comparison of the experience of three different British universities, three main implementation models of students’ personal development plans are defined. They are characterized by the type of the dominant orientation: professional, employment or academic. The professional model type was strongly influenced by the requirements of professional bodies such as health care professional bodies, and statutory bodies. The second model type, which is focused on employment, included a general orientation to graduate employment as well as specific work placement during the process of study. This model was associated with such areas as: management and business, sport and leisure, as well as those areas of applied science and engineering where the course focus was mainly towards employment rather than the discipline itself. The third – academic – model was focused on the student’s academic development. Its realization facilitated the development of metacognitive skills and the skills related to the specific subject discipline. The models presented in the article may serve as an instrument for the analysis of higher education individualization practices, and for the designing of flexible learning programmes, which take into account students’ individual abilities and learning needs.

Self-awareness and personal development plans of students

2018 ◽  
Vol 4 (8) ◽  
pp. 176-183
Author(s):  
Catalina Radu
Keyword(s):  
Personal Development ◽  
Proper Time ◽  
Business Students ◽  
Educational Process ◽  
Self Awareness ◽  
Self Assessment ◽  
Career Anchors ◽  
Self Reflection ◽  
Johari Window ◽  
Development Plans

As students are highly influenced in the learning process by their emotions, they also need a proper time for self-reflection. This paper aims to present the main insights of business students in the Bucharest University of Economic Studies, Romania when challenged to set their personal development plans, after reflecting on their own strengths and weaknesses observed especially through JOHARI window used in class and three self-assessment questionnaires—drivers (working styles), career anchors and Belbin (team roles). Building personal development plans is an important step in the educational process. Although not taken at its real value because of the young age of the students, it is an activity that should be considered each semester, very well linked to the management discipline and to the career development of students/future graduates. Keywords: Students, personal development plans, motivation, educational process.

scholarly journals Medical leadership: competencies in action

2011 ◽  
Vol 17 (3) ◽  
pp. 162-170 ◽  
Author(s):  
Shruti Garg ◽  
Jon van Niekerk ◽  
Margaret Campbell
Keyword(s):  
Leadership Development ◽  
Personal Development ◽  
Medical Training ◽  
Medical Profession ◽  
Leadership Skills ◽  
Leadership Competencies ◽  
Junior Doctors ◽  
Management Competencies ◽  
Development Plans ◽  
Medical Leadership

SummaryThe engagement of the medical profession in management and leadership activities has become a priority for the UK's National Health Service (NHS). It makes sense to develop these leadership competencies as early as possible, inculcating leadership skills in junior doctors. The recent core and specialist curriculum competencies address this and, together with the Medical Leadership Competency Framework developed by the Academy of Medical Royal Colleges and the NHS, sets out a blueprint for personal development plans for junior doctors. A culture shift is called for, such that doctors in training prioritise their leadership development alongside their medical training. This article is of particular relevance to educational supervisors, as it describes how they can support junior doctors in achieving the leadership and management competencies outlined in the 2009 core and specialty psychiatry curriculum.

scholarly journals PO 8394 SOUTH-SOUTH AND NORTH-SOUTH CAPACITY STRENGTHENING WITHIN THE SCREENTB CONSORTIUM: WHAT HAVE WE LEARNT?

2019 ◽  
Vol 4 (Suppl 3) ◽  
pp. A32.2-A32
Author(s):  
Hazel Dockrell ◽  
Claudia Schacht ◽  
Gerhard Walzl
Keyword(s):  
Group Work ◽  
Personal Development ◽  
Development Planning ◽  
Annual Reports ◽  
Formal Training ◽  
Capacity Strengthening ◽  
What Works ◽  
Central Activity ◽  
Development Plans ◽  
The Individual

BackgroundMost research consortia and multicentre trials include capacity strengthening as one of their objectives. Activities are included in annual reports but the overall success or otherwise of these is hard to evaluate.MethodsThe training and capacity building work package in the EDCTP2-funded ScreenTB Consortium includes support for the individual career development of young researchers. We have made mentoring the central activity, building on what we had learnt in the previous AE-TBC Consortium. We carried out formal training sessions and provided dedicated time-slots for meetings of mentee and mentor during annual meetings. We also introduced the concept of personal development plans through presentations and small group work.ResultsFormal timetabled presentations and mentoring sessions have helped make capacity strengthening work. Challenges and solutions have been identified in group sessions and will be presented. This has enabled us to evaluate what works well and what is more challenging, when including capacity strengthening activities within a consortium with 5 African and 3 European partners.ConclusionDedicated time and commitment are required to make capacity strengthening work, but when it does, mentoring and personal development planning can provide both African and European researchers with an impartial opportunity to find solutions to their current challenges and to discuss their longer-term goals.

Developing leadership potential in graduate students with assessment, self-awareness, reflection and coaching

2018 ◽  
Vol 37 (8) ◽  
pp. 634-651 ◽  
Author(s):  
Eleanor Lawrence ◽  
Maggie W. Dunn ◽  
Suri Weisfeld-Spolter
Keyword(s):  
Leadership Development ◽  
Development Planning ◽  
Self Awareness ◽  
Content Type ◽  
Leadership Potential ◽  
Orientation Course ◽  
Mba Students ◽  
Business Colleges ◽  
Mba Program ◽  
Intentional Leadership

Purpose The purpose of this paper is to present an innovative, research-based approach for stimulating self-awareness, reflection and intentional leadership development and address a call from the academic and business community to educate and prepare graduate students for leadership in contemporary complex workplaces. Building on previous research findings and recommendations, the authors suggest that leadership potential is understood and facilitated through leadership assessment, increased self-awareness and faculty coach-supported reflection and development planning by MBA students. Based on three key constructs in leadership development, a conceptual model depicts the approach to developing potential leaders at this juncture in their professional development. Design/methodology/approach New MBA students completed a leadership potential assessment instrument designed to target areas for focused leadership development throughout their MBA program and beyond. The assessment process is followed by faculty coach-supported reflection and development planning as an assignment during the students’ MBA orientation course. To explore the impact of this innovative approach to accelerating the development of leadership potential, reflection papers from students who completed the process were analyzed. Data analysis consisted of content coding with an inter-rater reliability of 0.99 to classify the responses into four key categories. Survey data were also collected from 504 MBA students who attended an on-campus orientation course to measure students’ increasing understanding and awareness of the value of the leadership development opportunity. Findings Quantitative and qualitative results provide initial support for this approach to developing leadership potential. Results suggest that the integrative model stimulates a process of awareness, reflection and intentional development, and supports the identification and pursuit of goal-directed learning opportunities throughout students’ MBA program. Originality/value Graduate business school students are at a leadership inflection point in their trajectory as leaders. Business colleges play a key role in closing the leadership gap during the development cycle of the students’ MBA program. The innovative approach in this paper, which facilitates self-awareness, reflection and intentional leadership development, offers a model for business colleges exploring how to foster these necessary leadership insights and capabilities.

Authentic leadership development: scrutiny of an apparent paradox

2014 ◽  
Author(s):  
António Calheiros
Keyword(s):  
Leadership Development ◽  
Authentic Leadership ◽  
Organizational Context ◽  
Social Identification ◽  
Self Awareness ◽  
True Self ◽  
Apparent Paradox ◽  
Positive Behaviors ◽  
Individual Self ◽  
Authentic Leadership Development

Leadership has long been a topic of interest for both academics (Hiller, DeChurch, Murase, & Doty, 2011; Sanders & Davey, 2011) and practitioners (Bennis, 2007; George, 2003). Academics have tried to understand the concept and identify its consequences and determinants. Practitioners have focused their efforts in its training and development hoping to reap its promised benefits. Over the last decade, authentic leadership has emerged as the fashionable leadership theory. More than just promising impacts on performance and subordinates’ work satisfaction, authentic leadership addresses management’s long term demand for and ethic and moral commitment (Ghoshal, 2005; Rosenthal et al., 2007). Authentic leadership is “a process that draws from both positive psychological capacities and a highly developed organizational context, which results in both greater self-awareness and self-regulated positive behaviors on the part of leaders and associates, fostering positive self-development” (Luthans and Avolio, 2003). The components of authentic leadership’s self-regulated authentic positive behaviours are balanced (non-prejudice) processing, relational orientation and internalized moral perspetive. One key point of authentic leadership is the authenticity of leaders, which can be defined as “knowing, accepting, and remaining true to one’s self” (Avolio et al., 2004). Recent research (Ford & Harding, 2011) have argued that this demand for one’s true self privileges a collective (organizational) self over an individual self and thereby hampers subjectivity to both leaders and followers, and could lead to destructive dynamics within organizations. This paper discusses the seeming paradox of developing authenticity in leaders, (namely addressing the issues raised by Ford & Harding) and clarifies the aim of authentic leadership development. It also assesses the suitability of traditional leadership development methodologies in meeting the challenges posed by a process-based approach to leadership with a focus on individual and social identification.

Forstliche Planung und ökologische Stabilität – ein Forschungsprojekt | Forestry planning and ecological stability:a research project

2003 ◽  
Vol 154 (5) ◽  
pp. 175-177
Author(s):  
Sandra Horat
Keyword(s):  
Plant Species ◽  
Development Planning ◽  
Ecological Situation ◽  
Ecological Stability ◽  
Research Project ◽  
Forest Development ◽  
Development Plans ◽  
Definition Of

Starting with a brief definition of the notion of ecological stability,the article goes on to describe how this issue is taken into account in forest development plans. We show that a surprising number of animal and plant species are affected by the planning. Depending on the ecological situation and the or ganisms under consideration, different stability characteristics are important. As not all ecological situations can reasonably be considered in forest development planning, we give various suggestions for improvement as to how the concept of ecological stability can better be taken into consideration in future regional forestry plans.

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

Sign in / Sign up

Export Citation Format

Share Document