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

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 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.

Toward a New Approach to Authentic Leadership: The Practice of Embodied Dialogical “Thinking” and the Promise of Shared Power

2017 ◽  
Vol 19 (4) ◽  
pp. 454-466 ◽  
Author(s):  
Maylon Hanold
Keyword(s):  
Leadership Development ◽  
Human Resource Development ◽  
Authentic Leadership ◽  
Critical Role ◽  
Problem Solver ◽  
New Approach ◽  
Power Differentials ◽  
Shared Power ◽  
Development Course

The Problem Traditional descriptions of authentic leadership are highly individualistic and based on rational processes. Unfortunately, this view of authentic leadership reproduces the power and privilege of the all-knowing individual as uniquely situated as the problem solver. Such conceptions do not facilitate collaboration, a dynamic in which shared power plays a critical role. While recent critiques of authentic leadership consider the relational aspects of authentic leadership, they do not go far enough to help us understand how to navigate these power differentials. The Solution This article presents an embodied, dialogical approach to authentic leadership that attends to how shared power can be developed within the context of authenticity. Drawing from the experiences of students enrolled in a graduate leadership development course, this case study provides insights into how individual power is relinquished and rational thinking is subordinated to embodied dialogue. Findings are promising and show enhanced performance via these approaches. Stakeholders Leadership development practitioners and human resource development (HRD) specialists can benefit from this relational approach to authentic leadership because it enables diverse understandings of authentic leadership such that all individuals can feel empowered to be authentic leaders. Further, this case study offers insights into a relational understanding of authentic leadership.

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