Leadership Development Course for Creating a Learning Environment

2000 ◽  
Vol 31 (4) ◽  
pp. 163-168 ◽  
Author(s):  
Mary E Palm ◽  
Margaret A Nelson
Keyword(s):  
Leadership Development ◽  
Learning Environment ◽  
Development Course

Leadership Development in Technology Education

2012 ◽  
Vol 2 (1) ◽  
pp. 86-98
Author(s):  
Mohammed Lahkim ◽  
Anrieta Draganova
Keyword(s):  
Information Technology ◽  
Leadership Development ◽  
Undergraduate Students ◽  
Quantitative Method ◽  
Leadership Skills ◽  
Learning Method ◽  
Job Market ◽  
Leadership Model ◽  
The Impact ◽  
Development Course

This research aims to create a methodology for the integration of leadership development in teaching Information Technology (IT) courses by using the Problem Based Learning method (PBL). The research objective was pursued through a review of important current and future leadership skills that IT students need to develop in order to meet IT job market challenges. A conceptual leadership model was developed. This research then investigated the alignment of this conceptual model with the skills requirements of the IT job market and the impact of employing the PBL approach. This study used a quantitative method of survey that was completed by undergraduate students enrolled in an IT web development course. Findings indicated that the use of PBL is an integral part of the process of daily leadership development in teaching IT courses. Students’ perceptions were studied and positive views were recorded.

scholarly journals Effectiveness of a Leadership Development Course for Chief Residents: A Longitudinal Evaluation

2020 ◽  
Vol 12 (2) ◽  
pp. 193-202
Author(s):  
Sultana Mustafa ◽  
James K. Stoller ◽  
S. Beth Bierer ◽  
Carol F. Farver
Keyword(s):  
Leadership Development ◽  
Self Regulation ◽  
Chief Resident ◽  
Team Leadership ◽  
Medium Effect ◽  
Self Awareness ◽  
Intermediate Outcomes ◽  
Before And After ◽  
Development Course

ABSTRACT Background Nonclinical skills (eg, self-regulation, team leadership, conflict resolution) are essential for success as a chief resident (CR). The literature on programs teaching these skills reports few if any effectiveness outcomes. Objective We reported the outcomes of a leadership course for CRs using participants' self-reported outcomes and assessments from their program directors (PDs). Methods A 2-day curriculum focused on emotional intelligence competencies, including self-awareness, self-management, social awareness, and relationship management. We used a logic model to align 2017–2018 curriculum with targeted outcomes. Questionnaires before and after the course assessed short-term and intermediate outcomes for the participants and PD interviews evaluated observed changes in CRs' performance attributable to the course. Results A total of 74 residents participated in the course, and 65% and 59% responded to the post-course and follow-up questionnaires, respectively. Over 95% of respondents indicated developing leadership knowledge and skills and connecting with new CRs in the post-course questionnaire. During follow-up, CRs reported applying concepts learned during chief residency, using tools to address conflict, engaging in quality and patient safety projects, and continuing to interact with other participants. The relationships between reported outcomes and participants' gender/prior leadership training were not significant (P > .05), with small to medium effect sizes (0.01–0.32). All 14 PDs offered positive appraisal of the CRs, but we could not specifically attribute this growth to the course. Conclusions Participation in this CR leadership development course was associated with enhancement and application of leadership competencies in immediate and intermediate time frames.

scholarly journals A Study of Alumni of the 'Leveraging Leadership for a Lifetime' Leadership Development Course

2021 ◽  
Author(s):  
Ronald Bennett ◽  
Eugene Audette ◽  
Elaine Millam ◽  
Alanna Moravetz ◽  
Sheryl Niebuhr
Keyword(s):  
Leadership Development ◽  
Development Course

Developing a supportive learning environment in a newly formed organisation

2015 ◽  
Vol 27 (6) ◽  
pp. 442-456 ◽  
Author(s):  
Sue Lancaster ◽  
Lee Di Milia
Keyword(s):  
Leadership Development ◽  
Learning Environment ◽  
Qualitative Methodology ◽  
Self Awareness ◽  
Structured Interviews ◽  
Open Communication ◽  
Content Type ◽  
Rich Data ◽  
Qualitative Phenomenological ◽  
Supportive Learning Environment

Purpose – The aim of this study was to examine the factors that employees perceived were important in creating a supportive learning environment in a recently merged organisation. The study provides rich qualitative data from the employees’ perspective. Design/methodology/approach – This case study used a qualitative phenomenological constructivist approach. Data were collected through semi-structured interviews and analysed with the aid of NVivo. The study was conducted in a large government-owned organisation in Australia and the sample consisted of 24 recent graduates of leadership development programs. Findings – The results suggested that together with the organisation’s leadership, there are several distinguishing characteristics of a learning environment. These include learning with colleagues, openness to new ideas and change, building relationships, open communication, sharing the learning, coaching and reflection. Providing support for managers to gain confidence and self-awareness was important to their ability to apply their learning. The results also suggest that learning with colleagues from different regional and functional areas helps to reform subcultures and contributes to an overarching learning culture and hence to creating a supportive learning environment. Some hindrances were also discovered. Originality/value – This study gives voice to employee perceptions of the important factors required to create a supportive learning environment. The authors used a qualitative methodology in a field dominated by quantitative studies to provide rich data that extends the extant literature.

scholarly journals Make Learning Stick: Best Practices to Get the most out of Leadership Devlopment

2015 ◽  
Author(s):  
Diane Reinhold ◽  
Tracy Patterson ◽  
Peter Hegel
Keyword(s):  
Leadership Development ◽  
Best Practices ◽  
Learning Environment ◽  
Leadership Training ◽  
Learning Transfer ◽  
Training And Development ◽  
Learning And Development ◽  
Developmental Experiences ◽  
Effective Leaders ◽  
Organizational Ability

"Are you taking a closer look at “learning transfer”? Are you wondering how to make sure the lessons taught through your leadership training and development efforts stick weeks, months, or years later? As a professional interested in learning and development, you may be in a position to acknowledge and help overcome the challenges to learning in your organizations. You are likely in a position to influence supervisors and executives, as well as potential participants, in leadership development efforts. You may also have a role in creating and supporting a learning environment. With a better understanding of learning transfer, you can help your organization realize multiple benefits, including bigger impact from developmental experiences, more effective leaders, and a stronger organizational ability to learn and adapt. Read on to learn CCL’s perspective on and best practices for learning transfer for leadership development. We share a framework—and specific tactics—that we use in designing leadership development solutions. With this information, you can begin to help leaders and your organization overcome challenges to learning transfer—and earn greater benefit from leadership development investments."

scholarly journals Leading New Lawyers: Leadership and Legal Education

2017 ◽  
Author(s):  
Michael J Madison
Keyword(s):  
Leadership Development ◽  
Legal Education ◽  
Law School ◽  
Short Essay ◽  
Development Course

Lawyers may become leaders, but leaders also may become lawyers. The path to leadership can begin in law school. This short essay describes a leadership development course developed and implemented at a law school over the last four years.

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