Inclusive Leadership Development Through Participatory Inquiry

Abstract People with intellectual and developmental disabilities have begun to experience increased participation and inclusion in boards and policy-making bodies. They have, however, faced challenges in gaining full acceptance similar to those experienced by other marginalized groups. To date, the experience of board participation by individuals with intellectual and developmental disabilities has typically been examined through the narrow lens of leadership development. The purpose of this study, which is part of the National Beyond Tokenism Research Study, was to seek the viewpoints of experienced leaders within the self-advocacy movement regarding the prevalence of tokenism and practices they have found effective for inclusive leadership. Implications for future research and practice are discussed.

Download Full-text

Time to get serious about distributed leadership: lessons to learn for promoting leadership development for non-consultant career grade doctors in the UK

BMJ Leader ◽

10.1136/leader-2020-000395 ◽

2021 ◽

pp. leader-2020-000395

Author(s):

Emmeline Lagunes Cordoba ◽

Suzanne Shale ◽

Rachel Clare Evans ◽

Derek Tracy

Keyword(s):

Leadership Development ◽

National Health Service ◽

Health Service ◽

Distributed Leadership ◽

National Health ◽

Healthcare Systems ◽

Inclusive Leadership ◽

The Uk ◽

Leadership Lessons ◽

Medical Colleges

COVID-19 has exposed the National Health Service (NHS) to the greatest challenge in its existence, highlighting the need for nimble, reactive and inclusive leadership. It is set against a backdrop of a workforce recruitment and retention crisis predicted to worsen in coming years. There is a need to do things differently in healthcare, including better diversity and distribution of leadership. We make the case for senior non-consultant doctors, in the UK more usually referred to as specialty and associate specialist or locally employed doctors. These skilled, experienced medics have much to offer yet are frequently overlooked, with little guidance or support from central organisations and medical colleges or within NHS Trusts themselves. In this commentary, we suggest ways this workforce might be better tapped into, to the benefit of patients and healthcare systems, as well as the doctors themselves.

Download Full-text

Inclusive Leadership Development

Journal of Management Education ◽

10.1177/1052562916632553 ◽

2016 ◽

Vol 40 (3) ◽

pp. 253-292 ◽

Cited By ~ 19

Author(s):

Keimei Sugiyama ◽

Kevin V. Cavanagh ◽

Chantal van Esch ◽

Diana Bilimoria ◽

Cara Brown

Keyword(s):

Leadership Development ◽

Inclusive Leadership

Download Full-text

Leading in: inclusive leadership, inclusive climates and sexual harassment

Equality Diversity and Inclusion An International Journal ◽

10.1108/edi-04-2019-0120 ◽

2020 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Elissa L. Perry ◽

Caryn J. Block ◽

Debra A. Noumair

Keyword(s):

Leadership Development ◽

Sexual Harassment ◽

Negative Outcomes ◽

Work Unit ◽

Inclusive Leadership ◽

Leadership Development Programs ◽

Content Type ◽

Self Blame ◽

Work Related ◽

Unit Climate

PurposeThe purpose of this paper is to present a model that explores the relationship between inclusive leadership, inclusive climates and sexual harassment and other negative work-related outcomes, at the work unit and individual levels.Design/methodology/approachA conceptual model of inclusive work unit leadership, inclusive work unit climate and sexual harassment based on a review of the literature.FindingsLeaders who behave more inclusively are expected to have work units and work unit members who experience more positive outcomes and fewer negative outcomes including sexual harassment and other forms of mistreatment. Leaders impact their work unit and work unit members' outcomes directly as well as indirectly through the more inclusive work unit climates they create.Research limitations/implicationsThe sexual harassment literature has identified climate for sexual harassment as a key predictor of sexually harassing behavior and its attendant negative outcomes. A focus on a broader inclusive climate, and inclusive leadership, may provide a richer understanding of the conditions under which sexual harassment and other forms of mistreatment occur and can be mitigated.Practical implicationsThis model can help identify strategies organizations can employ (e.g. inclusive leadership development programs) to combat sexual harassment.Social implicationsThis model may improve understanding of the systemic, organizational causes of sexual harassment reducing sexual harassment victims' potential self-blame and helping policymakers craft more effective sexual harassment interventions.Originality/valueThe paper conceives of work climates that contribute to sexual harassment more broadly than generally has been the case in the sexual harassment literature to date. The model highlights the important role that leaders play in shaping inclusive climates. It also contributes to the nascent literature on inclusion and inclusive climates, which has paid relatively little attention to exclusion and mistreatment including sexual harassment that are likely to arise in less inclusive workplaces.

Download Full-text

Social Change: A Framework for Inclusive Leadership Development in Nursing Education

Journal of Nursing Education ◽

10.3928/01484834-20160216-08 ◽

2016 ◽

Vol 55 (3) ◽

pp. 164-167 ◽

Cited By ~ 3

Author(s):

Catherine Y. Read ◽

Debra M. Pino Betancourt ◽

Chenille Morrison

Keyword(s):

Social Change ◽

Nursing Education ◽

Leadership Development ◽

Inclusive Leadership

Download Full-text

Benefits and Characteristics of Mentoring Students and Young Professionals

Perspectives on Administration and Supervision ◽

10.1044/aas18.2.67 ◽

2008 ◽

Vol 18 (2) ◽

pp. 67-73 ◽

Cited By ~ 2

Author(s):

Kristal Mills

Keyword(s):

Leadership Development ◽

Clinical Supervision ◽

Effective Means ◽

Academic Research ◽

Mentoring Programs ◽

Teaching Skills ◽

Online Mentoring ◽

Young Professionals ◽

Research And Teaching ◽

Workplace Retention

Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.

Download Full-text