Nonprofit Leadership 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.

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Nonprofit Leadership Development in the Post-Socialist Context: The Case of Croatia

Administration in Social Work ◽

10.1080/03643107.2011.602470 ◽

2012 ◽

Vol 36 (3) ◽

pp. 314-341 ◽

Cited By ~ 2

Author(s):

Ann P. Dill ◽

Siniša Zrinščak ◽

Joanne M. Coury

Keyword(s):

Leadership Development ◽

Nonprofit Leadership

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

Journal of Graduate Medical Education ◽

10.4300/jgme-d-19-00542.1 ◽

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.

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