scholarly journals Learning leadership in outdoor education: Effects of feedback

2022 ◽  
Vol 6 (1) ◽  
pp. 108-121
Author(s):  
Åge Vigane ◽  
Sindre M. Dyrstad
Keyword(s):  
Outdoor Education ◽  
Leadership Skills ◽  
Outdoor Leadership ◽  
Perceived Leadership ◽  
Before And After ◽  
Leader Roles ◽  
Effects Of Feedback ◽  
Education Effects ◽  
Outdoor Leadership Training ◽  
Systematic Feedback

There is paucity of knowledge regarding learning outcomes from outdoor leadership training courses. The aim of this pilot study was to examine progress in perceived leadership skills after a six-month outdoor education course, and to examine the effect of systematic feedback from fellow students. Seventeen students were randomized into intervention and control groups and participated in six outdoor excursions during which they took leader roles. The intervention consisted of systematic use of feedback from fellow students. To assess the progress in students’ perceived outdoor leadership skills, the students answered a questionnaire covering four categories of leadership both before and after the course. Significant progress in perceived outdoor leadership was found for all students after the six-month course. Systematic feedback from fellow students did not seem to enhance students’ perceived outdoor leadership skills. The reasons could be that the feedback was not given in the actual situations or that the student feedback was not valued. Feedback from teachers and from nature (self-experience) were found to be important for strengthening perceived leadership skills.

The Importance of Similarity: How Gender Congruence Matters for the Impact of Leadership Training

2021 ◽  
pp. 009539972110642
Author(s):  
Trine H. Fjendbo ◽  
Christian B. Jacobsen ◽  
Seung-Ho An
Keyword(s):  
Leadership Training ◽  
Large Scale ◽  
Leadership Behaviors ◽  
Leadership Behavior ◽  
Female Gender ◽  
Perceived Leadership ◽  
Scale Field ◽  
Before And After ◽  
Large Scale Field ◽  
The Impact

Leadership training is key to promoting more active leadership, but the effects of leadership training can depend on the gender context. Gender congruence between manager and employee can affect how the manager employs leadership behaviors adapted from training and how employees perceive leadership behavior. Quantitative data on 474 managers’ 4,833 employees before and after a large-scale field experiment with leadership training enable us to examine changes in employee-perceived leadership following training. The results show that gender congruence between manager and employee is associated with stronger leadership training effects on employee-perceived leadership behaviors. Female gender congruence shows the most pronounced effects.

Translator training outdoors

2020 ◽  
Author(s):  
Olga Torres-Hostench
Keyword(s):  
Physical Health ◽  
Social Relations ◽  
Outdoor Education ◽  
Health Knowledge ◽  
Translation Theory ◽  
Simultaneous Interpreting ◽  
Before And After ◽  
Teachers And Students ◽  
Translation Machine ◽  
Consecutive Interpreting

Abstract Before the COVID-19 pandemic, there was no real need to integrate outdoor education into translation studies, as it was easy to balance indoor and outdoor time before and after translation classes. However, the lockdown has deeply affected not only learning but also the mental and physical health of teachers and students, and outdoor education may contribute to recovery afterwards. The proposals in this paper focus on the benefits that being outdoors has for physical health, knowledge, social relations, mental health and attitude to learning. Moreover, being outdoors allows for social distancing. The activities presented in this paper are related to specialized translation, sight translation, simultaneous interpreting, consecutive interpreting, role-play interpreting, translation theory, song translation, theatre translation, machine translation post-editing, translators’ employability, translation project management and, last but not least, intermodal transcreation.

scholarly journals Understanding the leadership perspective in wildland firefighting: gaps and opportunities for growth

2019 ◽  
Vol 28 (4) ◽  
pp. 259
Author(s):  
Alexis L. Waldron ◽  
David P. Schary
Keyword(s):  
Authentic Leadership ◽  
Leadership Skills ◽  
Global Competence ◽  
Future Research ◽  
Perceived Leadership ◽  
Confirmatory Factor ◽  
Federal Land ◽  
Wildland Firefighting ◽  
Moderate Relationship ◽  
Federal Land Management

This aim of this study was to develop and assess the viability of a leadership scale that measures leadership from the perspective of the leader. A criterion sample was used of firefighters across USA federal land management agencies who are qualified crew bosses. The Supervisor Perceived Leadership Scale (SPLS) consists of perceptions of items that have measured the most essential leadership skills – competent decision making, integrity and personal genuineness from the perspective of the subordinate in the previously developed Crewmember Perceived Leadership Scale (CPLS). Through confirmatory factor analysis, an 18-item, 2-factor structure was supported. However, the items that did not load were highly related and loaded well on the CPLS. The SPLS had a low to moderate relationship with authentic leadership and global competence. The gap between the SPLS and CPLS provides insight about the potential differences between the average fire leader and the exceptional fire leader. These results and implications for future research are discussed.

Acquisition of Disliking for Persons Associated with Punishment

1971 ◽  
Vol 33 (1) ◽  
pp. 251-255 ◽  
Author(s):  
Forrest Val Frakes
Keyword(s):  
Emotional Response ◽  
High Performance ◽  
Conditioned Emotional Response ◽  
Leadership Skills ◽  
Poor Performance ◽  
Before And After

To determine whether disliking would be acquired for neutral persons associated with punishment, 17 male undergraduates were administered a bogus test of leadership skills and given feedback indicating poor performance in the presence of unknown test partners. A rewarded group of 17 Ss also took the same “test” and received feedback indicating high performance. Attraction for test partners was assessed before and after feedback. Attraction decreased significantly among punished Ss (p < .005) but remained unchanged for rewarded Ss. Decreased attraction in the punished group was interpreted as a conditioned emotional response.

scholarly journals Utilizing Practice-Based Research Networks to Teach and Implement Quality Improvement in Academic Medicine

2020 ◽  
Vol 52 (9) ◽  
pp. 642-646
Author(s):  
Clarissa Hoff ◽  
Luisito Caleon ◽  
Grace Lee ◽  
Mathew Quan
Keyword(s):  
Quality Improvement ◽  
Family Medicine ◽  
Leadership Skills ◽  
Research Network ◽  
Improvement Project ◽  
Residency Programs ◽  
Before And After ◽  
Practice Based Research ◽  
Attending Physicians ◽  
Family Medicine Residents

Background and Objectives: A 2019 study found that between 2014 and 2017, family medicine residents had little improvement in self-assessed preparedness to lead quality improvement projects. This study explored the effectiveness of leveraging a practice-based research network (PBRN) across multiple family medicine residencies not only for implementing quality improvement projects, but also as a teaching tool designed to improve knowledge, attitudes, beliefs, and leadership skills in family medicine faculty and residents. Methods: Residents in family medicine residency programs and one community internal medicine program and family medicine teaching faculty participated in a PBRN-led quality improvement project (QIP) to improve colon cancer screening in their clinic. Of 101 participants, 79 (78%) were residents and 22 (22%) were faculty or attending physicians. Questions surveying participants’ knowledge and confidence related to QIP before and after the QIP were given. Results: Overall, participants reported an improvement in their basic understanding of QI concepts (P=.004). They also reported having sufficient staff and ancillary support to meaningfully participate (P=.033). Participants indicated they had more confidence in their ability to participate in a QI project (P=.002), initiate, design, and lead such a project (P=.001), and teach their peers and staff basic QI concepts (P&lt;.001). Conclusions: PBRNs appear to be a unique way to subjectively improve residents’ confidence in their quality improvement skills. PBRNs should be further explored as a method for educating family medicine residents in quality improvement.

scholarly journals The Influence of Outdoor Education and Gender on the Development of Social Values

2018 ◽  
Vol 3 (1) ◽  
pp. 10
Author(s):  
Amung Ma'mun ◽  
Eka Nugraha ◽  
Adli Hakama ◽  
Jahidin J
Keyword(s):  
Outdoor Education ◽  
Social Values ◽  
Self Control ◽  
Gain Scores ◽  
Environmental Care ◽  
Before And After ◽  
And Gender ◽  
The Right ◽  
Gender Groups ◽  
Better Than

This article reveals the differences in the development of social values through outdoor educational activities (OE) equipped with structured and unstructured games by looking at gender factors. OE activities were conducted in Parongpong and Gunung Artapela, West Bandung West Java Indonesia, followed by 32 students divided into two groups. With a simple 2 x 2 factorial design, the first group was given an OE activity equipped with a structured game and a second group of unstructured games, amounting to 16 people per group. Before and after following OE each sample filled out a questionnaire about the development of social values (environmental care, self-control, communication, and cohesiveness). Gain scores are used to test the hypotheses of the questionnaire after and before following the OE through ANOVA and Tukey. The results are: firstly, there is no overall difference in the effect of OE equipped with structured games with unstructured development of social values; Secondly, there is an interplay between the game model in OE with gender so as to give different effects on the development of social values; Thirdly, there is a difference of influence between OE and structured game with unstructured development of social values in the male gender group, OE equipped with better structured game than unstructured game; Fourth, there is a difference in the effect of OE with unstructured game structured to the development of social values in women's gender groups, OE activities with unstructured games better than structured. OE activities require the right type of game according to their gender. Equips OE with structured games suitable for men and unstructured for women.

Abstract WP380: Simulation Based Acute Stroke Responders Training Improves Door-to-Thrombolytic Time

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
Karen Tse-Chang ◽  
Ann Mendoza ◽  
Jeff MacKenzie ◽  
Katrina Woolfolk ◽  
Kimberly Jones ◽  
...  
Keyword(s):  
Adult Learners ◽  
Leadership Skills ◽  
National Institutes Of Health ◽  
Training Data ◽  
Honor Roll ◽  
Simulation Based ◽  
Order Sets ◽  
Tissue Plasminogen ◽  
Before And After ◽  
Radiology Technicians

Background: The evaluation of acute ischemic stroke (AIS) patients should be performed expeditiously. Our stroke program maintained our Target: Stroke Honor Roll status in 2014, however, door-to-needle (DTN) time in Quarter 1 and 2 of 2015 showed no significant improvement and did not achieve DTN under 60 minutes in 75% of patients nor under 45 minutes in 50% of patients, despite in-servicing Emergency Department (ED)’s staff on program goals and order sets. The purpose of this project was to more effectively educate emergency stroke responders on clinical recognition and implementation of the organization’s stroke protocol order sets. Simulation as an experiential learning technique, promoting, applied thinking, delegation, and leadership skills. Evidence suggests simulation based training for adult learners promote their engagement and immediate application of learned material. Methods: Simulation: Stroke code responders, including 5 nurses per session, participated in the 90 minute scenario. Stroke protocol order sets were reviewed prior to the simulation of a right hemispheric syndrome. Participants elicited a focused history, National Institutes of Health Stroke Scale, relayed the findings to the neurologist, evaluate exclusion and inclusion criteria, and administered weight-based doses of tissue plasminogen activator (tPA). After a debrief, the participants repeated the simulation to reinforce new knowledge and skills. Descriptive statistics were used to compare mean DTN time before and after simulation training. Results: 153 ED nurses, 8 ED physicians, 6 neurologists, 4 pharmacists, 6 radiology technicians, and 10 phlebotomists participated. Pre -training Q1-Q2 2015 median DTN was 55 minutes, 65% </= 60 minutes, and 31% </= 45 minutes. Post-training data from Q1 2016 median DTN was 46 minutes, 75% </= 60 minutes, and 50% </= 45 minutes. Conclusion: Simulation based stroke responders training helped to decrease DTN time.

Developing a Culturally Relevant Outdoor Leadership Training Program for Aboriginal Youth

2010 ◽  
Vol 32 (3) ◽  
pp. 300-304 ◽  
Author(s):  
Stephen D. Ritchie ◽  
Mary Jo Wabano ◽  
Nancy Young ◽  
Robert Schinke ◽  
Duke Peltier ◽  
...  
Keyword(s):  
Training Program ◽  
Leadership Training ◽  
Culturally Relevant ◽  
Aboriginal Youth ◽  
Outdoor Leadership ◽  
Outdoor Leadership Training

Outdoor Leadership Skills: A Program Perspective

2009 ◽  
Vol 32 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Wynn Shooter ◽  
Jim Sibthorp ◽  
Karen Paisley
Keyword(s):  
Leadership Skills ◽  
Category Structure ◽  
Leadership Skill ◽  
Outdoor Leadership ◽  
The Individual ◽  
The Relationship

Successful hiring, training, and pairing or grouping of staff requires administrators to consider the relationship between their programs' goals and the specific outdoor leadership skills of individual leaders. Authors have divided outdoor leadership skills into a three-category structure, and models of outdoor leadership have focused on skills from the perspective of the individual outdoor leader. In contrast, this paper proposes a model of outdoor leadership that addresses the perspective of the program. In addition to considering the language and structure of outdoor leadership skill categories, this synthesis of literature results in the suggestion of alternate and consistent terminology for outdoor leadership skill categories and presents a model that can be used to guide hiring, training, and staffing decisions.

scholarly journals A Critical Exploration of Women’s Gendered Experiences in Outdoor Leadership

2019 ◽  
Vol 42 (1) ◽  
pp. 37-50 ◽  
Author(s):  
Elizabeth Bond Rogers ◽  
Jeff Rose
Keyword(s):  
Learning Outcomes ◽  
Gender Bias ◽  
Outdoor Education ◽  
White Male ◽  
Diverse Populations ◽  
Leadership Roles ◽  
Underrepresented Populations ◽  
Outdoor Leadership ◽  
Masculine Norms ◽  
Outdoor Leaders

Background: Although outdoor education provides many positive learning outcomes for students, it is a field in which women continue to be underrepresented in leadership roles. Centering the voices of women and other underrepresented populations is critical to creating a more inclusive outdoor education field. Purpose: The purpose of this study was to explore women’s experiences as outdoor leaders, and how women’s perspectives may broaden how outdoor leadership is defined and conceptualized. Methodology/Approach: The study was grounded in narrative inquiry and a critical feminist framework and included interviews and photo reflections of six participants identifying as women outdoor leaders in higher education. Findings/Conclusions: Participants experienced sexism, gender bias, and lack of confidence in technical skills as outdoor leaders. Participants discussed how they conceptualize outdoor leadership through a lens of facilitation and discovery, challenging masculine norms and ideologies. In addition, participants’ intersections of identities influence how they experience outdoor leadership. Implications: Implications from this study indicate the continued need to center the voices of women and diverse populations, using critical frameworks nascent in outdoor education studies. In addition, critical examinations of policies and practices that may reify the White male privileged narrative of outdoor education are needed.

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