Interpersonal Mindfulness in Leadership Development: A Delphi Study

Mindfulness is increasingly being used within leadership development to enhance managers’ wellbeing and leadership capability. Given the relational nature of leadership, we posit that an interpersonal form of mindfulness has the potential to offer benefits over and above those provided by personal or internal mindfulness. We therefore chose a Delphi research methodology to consult and achieve consensus among expert practitioners, exploring if and how interpersonal mindfulness, in the specific form of the Interpersonal Mindfulness Program (IMP), can contribute to leadership development. Our aims were, firstly, to identify the necessary components of an IMP-based leadership development program and, secondly, to create guidelines for practitioners. Through four phases of data-gathering and feedback, we achieved consensus among 39 experts on guidelines for how to develop a leadership development program based on the IMP, contextual factors that will act as facilitators or barriers, and selection and screening of participants. The intention is that the resulting guidelines will support the implementation of coherent, consistent IMP-based leadership development, sensitive both to its origins and to the context.

Trying out loud: Leadership development as experimentalism

Where does leadership development turn if its heroic ideals are no longer tenable? This study takes leadership practice, not the classroom, as its point of departure. Leadership studies have demonstrated the romance in leadership theory of an individual, stable, and coherent leadership figure, even if this figure does not connect to actual practices. In other streams of research, practice increasingly appears to be a resource for less presumptuous theorizing about leadership. These more situationally sensitive approaches call for equivalent leadership development practices, and extant literature in particular has escaped the confines of the executive management classroom to only a limited extent. While experiential learning has proved an efficient means of instigating and harvesting in-classroom experiences for subsequent reflection and learning, translating these experiences into (later) leadership practice has proved problematic. The mundanity of practice rarely corresponds to the theoretical exposés emanating from classrooms. Using a leadership development program (LDP) as our case, we explore accounts from managers carrying out in-practice experiments and analyze these processes in light of Dewey’s notion of experimentalism. Identifying a series of attributes associated with the experimental intervention, we illuminate some future avenues for situated leadership development as well as offer considerations for leadership development practice.

Practice Notes from a Participatory Impact Evaluation of a Leadership Development Program for People Living with HIV

Interest in participatory evaluation and other collaborative inquiry approaches has risen substantially over the past few decades. However, there appears to be a lack of practical information about using and applying participatory evaluation approaches on-the-ground. This Practice Note uses a participatory impact evaluation of a leadership development program for people living with HIV and findings from a meta-evaluation of this work to describe: (i) the participatory evaluation approach adopted; (ii) challenges and lessons learned related to conducting a participatory evaluation; and (iii) some key factors and implications to consider maximizing success of future participatory evaluations.

Agricultural Leadership Development Program Participant Personality and Demographic Characteristics: An Empirical Analysis

Although personality has been widely studied within the academic literature, there has been little research into the relationship between personality and leadership development programs, particularly within an agricultural context for adult learners. The purpose of this research was to investigate the nature of relationships among ten aspects of the Big Five personality factors and demographic characteristics including: gender, age, organizational level, educational attainment, and geographic region within a sample of adult agricultural leadership development program participants. Results of the study indicate that there are differences between demographic groups relative to specific aspects of personality. Among the ten aspects analyzed, the most statistically significant differences between groups were observed between age groups, while the fewest statistically significant differences were observed in the educational attainment and geographic region groups. Effect sizes were also calculated with gender having the largest observed effect sizes and age having the largest number of statistically significant effect sizes.

Pelatihan Kepemimpinan Berbasis Nilai-Nilai Islam pada Siswa SMA LPP UMI Makassar

Purpose: The increase in issues among high school students tends to form their character (unproductively) negatively, and a lack of understanding of religion and leadership is suspected to be contributing. In response to this phenomenon, this program aimed to deliver a leadership development program based on Islamic values to the management of LPP UMI Makassar’s OSIS board. Research Methodology: This internal community service method combines lecture, discussion, and evaluation approaches to achieve the best results. The evaluation technique is collected through questionnaires covering elements pertaining to Islamic leadership based on Nabi Muhammad SAW. This questionnaire was then issued to ascertain their level of comprehension of the material presented. This program attracted 27 students, representing 81.8 percent of the total student council board of SMA LPP UMI, Makassar. Results: The program’s findings indicated that participants better understood the concepts and attributes of leadership in the Islamic paradigm. In addition, the results also showed that the dimension of Sidiq’s character (honesty) has the highest average score (4.48), meaning that the students of LPP UMI Makassar consider honesty as the most important thing that leaders must have in the concept of Islam. Conclusion: This outcome is designed to instill an Islamic leadership attitude in SMA UMI’s student council students, enabling them to contribute positively to Indonesia in the future.

Investigating the Impact of Leadership Development on the Formation of Public Sector Leader Identities.

<p><b>This dissertation examines the role of leadership development in forming a leader identity in public sector leaders. It investigates the perceived impacts on public sector leaders attending a leadership development program resulting in identity work practices. The main focus of this case study was the leadership development experiences and interpretations of public sector leaders. A leadership development program called Leadership in Practice delivered by New Zealand's Te Kawa Mataaho Public Service Commission to senior public sector leaders was used as a background and context for grounding my investigations. Research participants comprised 16 senior leaders from across the New Zealand public sector. This research was conducted using semi-structured interviews as the qualitative research method. The research data was collected, coded, analysed and thematically grouped using interpretive interactionism. By taking an interpretive approach, I give voice to the experiences and interpretations of these research participants. </b></p> <p>Leadership development and its various forms of interpretations in organisational studies continue to command attention about senior officials' leadership performance outcomes in leadership roles across both the public and private sectors. However, empirical research exploring the perceived impacts of this organizationally driven socialisation process on leaders remains sparse across mainstream leadership research, particularly within public sector leadership research. </p> <p>This study follows the tradition of organisation studies which theorise identity formation as a continuous process of becoming rather than being. It presents a view of leader identity formation as a self-regulated process undertaken by public sector leaders over an extended period. It argues that undertaking leadership development training is vital for public sector leaders; however, it becomes more relevant during specific critical periods throughout their career trajectory across the public sector. I contribute to leadership development and broader leadership research by proposing a new framework called 'leader identity formation framework' comprising four distinct phases – Inception, Initiation, Recognition and Rebellion. In conclusion, I offer a range of theoretical and practical implications for leadership development and leader identity research, which could help inform future research in public sector leadership.</p>