The Impact of Feedback FollowingOrganizational Leadership Development Initiatives

2018 ◽  
Author(s):  
Manuel Urban
Keyword(s):  
Leadership Development ◽  
Development Initiatives ◽  
The Impact

scholarly journals Leadership Development Impact (LDI) Framework

2020 ◽  
Author(s):  
Sarah Stawiski ◽  
◽  
Stephen Jeong ◽  
Heather Champion ◽  
◽  
...  
Keyword(s):  
Leadership Development ◽  
Positive Impact ◽  
Contributing Factors ◽  
Individual Group ◽  
Abundant Evidence ◽  
Leader Characteristics ◽  
Development Initiatives ◽  
Four Levels ◽  
Comprehensive Framework ◽  
The Impact

There is abundant evidence that leadership development leads to positive impact. But how do we define impact, and what factors should be considered when assessing the results of leadership development? Our comprehensive framework is specifically relevant to leadership development and defines four levels of impact (individual, group, organizational, and societal) as well as three factors that contribute to its effectiveness (leader characteristics, leadership solution, and context). Understanding the four levels will enable organizations to clarify the goals and purpose of their development initiatives and know where to focus measurement. Attending to the contributing factors can help organizations understand the results they are getting and take appropriate steps to maximize the impact of their development initiatives.

Transfer of Training After an Organizational Intervention in Swedish Sports Clubs: A Self-Determination Theory Perspective

2016 ◽  
Vol 38 (5) ◽  
pp. 493-504 ◽  
Author(s):  
Andreas Stenling ◽  
Susanne Tafvelin
Keyword(s):  
Leadership Development ◽  
Training Program ◽  
Transfer Of Training ◽  
Development Program ◽  
Training Model ◽  
Training Transfer ◽  
Self Determination Theory ◽  
Self Determination ◽  
Sports Clubs ◽  
The Impact

Leadership development programs are common in sports, but seldom evaluated; hence, we have limited knowledge about what the participants actually learn and the impact these programs have on sports clubs’ daily operations. The purpose of the current study was to integrate a transfer of training model with self-determination theory to understand predictors of learning and training transfer, following a leadership development program among organizational leaders in Swedish sports clubs. Bayesian multilevel path analysis showed that autonomous motivation and an autonomy-supportive implementation of the program positively predicted near transfer (i.e., immediately after the training program) and that perceiving an autonomy-supportive climate in the sports club positively predicted far transfer (i.e., 1 year after the training program). This study extends previous research by integrating a transfer of training model with self-determination theory and identified important motivational factors that predict near and far training transfer.

School leadership preparation and development in Kenya

2015 ◽  
Vol 29 (3) ◽  
pp. 355-367 ◽  
Author(s):  
Gladys Asuga ◽  
Scott Eacott ◽  
Jill Scevak
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Return On Investment ◽  
Student Outcomes ◽  
Leadership Preparation ◽  
Content Type ◽  
International Trends ◽  
School Leadership Development ◽  
The Impact ◽  
Current Provision

Purpose – The purpose of this paper is to evaluate the quality of the current provision for school leadership in Kenya, the extent to which they have an impact on student outcomes and the return on school leadership preparation and development investment. Design/methodology/approach – The paper draws from educational leadership, management and administration courses delivered by universities and other institutions to aspiring and practising educational leaders in Kenya. It employs a method for evaluating return on leadership development investment first articulated by Eacott (2013). Findings – While there is growth in provision, consistent with international trends, this provision is more recognised for its standardisation than points of distinction; there is minimal attention to identified dimensions of leadership leading to higher student outcomes which raises questions regarding the universality of school leadership preparation and development curriculum; and the high course costs of current provision is an inhibiting factor in assessing the return on investment in school leadership preparation and development. Research limitations/implications – The study was limited to publicly available documents from a limited sample of institutions. There is a need for more studies in the area. Practical implications – Institutions seeking to offer school leadership development have grounds on which to make decision about what programs their school leaders should undertake in terms of cost and quality. The study provides institution offering school leadership development courses evidence on which to base future policy direction. Social implications – The findings provide a case for investing in school leadership development given the impact courses may have on student outcomes. Originality/value – The paper provides a comprehensive overview of the current provision on school leadership preparation and development in Kenya. It contributes to its understanding in Africa in terms of quality, performance impact and return on investment.

Effectiveness of full range leadership development among middle managers

2015 ◽  
Vol 34 (9) ◽  
pp. 1161-1180 ◽  
Author(s):  
Teerapun Chaimongkonrojna ◽  
Peter Steane
Keyword(s):  
Transformational Leadership ◽  
Leadership Development ◽  
Effective Leadership ◽  
Middle Managers ◽  
Leadership Behaviors ◽  
Full Range ◽  
Development Program ◽  
Content Type ◽  
Full Range Leadership ◽  
The Impact

Purpose – The purpose of this paper is to examine the impact of the Full Range Leadership Development Program (FR-LDP) of middle managers of a furniture company in Thailand and explore how they experience the leadership development phenomenon. It addresses the fundamental question of how effective leadership behaviors occur and are sustained. Design/methodology/approach – In total, 31 middle managers completed a six-month multi-methods development program of three alternating training sessions and on-the-job practice. A 360-degree feedback survey of the Multifactor Leadership Questionnaire 5X Short, comprising 284 questionnaires of “leaders” and “raters,” was used to measure the change in effective leadership behaviors and the overall leadership outcome. A sub-sample of 20 participants from these managers was selected for in-depth interviews at the end of the intervention. Semi-structured interviews and critical incident analysis was applied to understand the leadership experience of these managers. Findings – The study revealed that leadership behavior and overall outcome performance had improved over the course of the FR-LDP. The program did contribute positively to individual learning. Sustained effectiveness was not due solely to the development or intervention process, but also on individual objectives and action, together with supervisor interest and support. Research limitations/implications – The study provides a valid, in-depth insight into leadership in Thailand, which has practical application. However, the size of the sample may not be sufficient for broad generalizations in other cultural contexts or environments. Originality/value – The study extends the understanding of how middle managers develop transformational leadership in Thailand. The study contributes to how middle managers learn what they need to know, how they get to know it and factors that influence their practice of transformational leadership in their workplace. The findings provide to organizations options on resources, talent retention and sustaining organizational performance.

Risky business: Reflections on critical performativity in practice

Organization ◽  
2018 ◽  
Vol 25 (3) ◽  
pp. 428-445 ◽  
Author(s):  
Nick Butler ◽  
Helen Delaney ◽  
Sverre Spoelstra
Keyword(s):  
Leadership Development ◽  
Business School ◽  
Ethical Dilemmas ◽  
Radical Change ◽  
Institutional Pressures ◽  
Structured Interviews ◽  
Academic Values ◽  
Critical Leadership ◽  
The Impact ◽  
Risky Business

Critical scholars in the business school are becoming increasingly concerned about the impact of their research beyond the confines of academia. This has been articulated most prominently around the concept of ‘critical performativity’. Drawing on semi-structured interviews with critical leadership scholars, this article explores how academics engage with practitioners at the same time as they seek to maintain a critical ethos in relation to their external activities. While proponents of critical performativity tend to paint a frictionless picture of practitioner engagement—which can take the form of consulting, coaching, and leadership development—we show how critical scholars may end up compromising their academic values in corporate settings due to practitioner demands and other institutional pressures. Taken together, these pressures mean that critical scholars often need to negotiate a series of (sometimes insoluble) dilemmas in practitioner contexts. We argue that the concept of critical performativity is unable to contend meaningfully with these tensions because it replicates the myth of the ‘heroic-transformational academic’ who is single-handedly able to stimulate critical reflection among practitioners and provoke radical change in organizations. We conclude with a call for further reflection on the range of ethical dilemmas that can arise during academic–practitioner engagement.

Using an employee resource group to develop GRIT in female healthcare leaders: a case study

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amy M. Seegmiller Renner ◽  
Heidi L. Borgwardt ◽  
Monica Coyle ◽  
Susan Moeschler ◽  
Anjali Bhagra
Keyword(s):  
Leadership Development ◽  
Mayo Clinic ◽  
Free Text ◽  
Female Leaders ◽  
Content Type ◽  
Key Stakeholders ◽  
Event Planning ◽  
Employee Resource Groups ◽  
The Impact

Purpose This case study aims to demonstrate how the Greater Leadership Opportunities for Women (GLOW) Mayo Clinic Employee Resource Groups (MERG) has positively impacted leadership development focusing on growth, resilience, inspiration and tenacity (GRIT) and increased advancement for female leaders at Mayo Clinic. It will also establish how the innovative utilization of employee resource groups can positively impact the development of leaders within an institution in general and specially can enhance behaviors related to GRIT. Design/methodology/approach This case study design was used to measure the impact of the GLOW MERG’s interventions through qualitative and quantitative approaches that highlight both process and outcome to increase study validity through complementarity, which “seeks elaboration, enhancement, illustration, clarification of the results from one method with the results from another” (Greene, et al., 1989, p. 259) as well as completeness and context (Onghena et al., 2019; Schoonenboom and Johnson, 2017; Bryman, 2006). Learning outcomes (knowledge), skill accomplishments and attitude development were evaluated within two weeks after each session and annually through standardized surveys sent to participants via email. The surveys were designed to capture key information about the sessions, including the impact of the session content, the willingness and ability of attendees to apply the learning and identification of opportunities for improvement in session design and delivery, as well as measure satisfaction with the activities offered, the frequency and method(s) of communication, barriers to session attendance and particular topics or speakers of interest to members (Appendix 1). Response options included dichotomous scales, Likert-type scales, multi-select and free text. This provided a voluntary response sampling, as post-session surveys were sent to all session attendees and annual surveys were sent to all GLOW MERG members, which allowed individuals to choose if they would respond to the surveys (Creswell and Creswell, 2018). To foster an environment of continuous improvement, plan-do-study-act (PDSA) cycles (Langley et al., 2009) were conducted after every survey by the event planning team and the GLOW MERG Board. Interventions were tested, reviewed and discussed during monthly board meetings and event planning. Improvements were made and results were shared with key stakeholders through regular communication channels. Additionally, 30 past and present GLOW MERG leaders were surveyed to measure their perceived impact of participation in the GLOW MERG interventions using dichotomous scales, multi-select and free text responses (Appendix 2). This targeted purposive sample was selected because of their high level of engagement with the MERG to provide a retrospective evaluation of the success of the GLOW MERG, and its interventions for career advancement related to the development of GRIT attributes, knowledge and skills resulting in career advancement for those who are/have been highly engaged with the MERG. Findings The results spanning the past few years of GLOW MERG interventions has shown that the GLOW MERG has been successful in providing targeted educational events that address the GRIT knowledge, skills and attributes, needed for female health-care leaders to be successful in developing GRIT capabilities. By staying true to its mission and vision, the GLOW MERG has been able to promote, educate and empower female leaders at Mayo Clinic while actively breaking down the barriers that can prevent women from obtaining leadership positions. Research limitations/implications There are several limitations with this case study’s data collection and sampling methods. First, the post-session and annual survey sampling was based mainly on ease of access, with responses obtained from respondents who are more likely to volunteer or those with the strongest opinions. This allowed for potential bias as responses may not be representative of all GLOW MERG member opinions. Furthermore, the purposive sample of present and past GLOW MERG leaders was also subject to volunteer bias and may not have be representative of the GLOW MERG population. Additionally, the case study examined the practices of only one site and MERG group and may not be representative of all sites or employee resources groups. Practical implications The interventions implemented by the GLOW MERG to assist women with developing GRIT knowledge, skills and attributes – barriers women often face in leadership roles – were tested, reviewed and discussed during monthly board meetings and event planning. PDSA cycles were conducted, improvements were made and results were shared with key stakeholders through regular communication channels (Langley et al., 2009). Key lessons learned from these assessments include: One size does not fit all for leadership development. GLOW members have a wide variety of backgrounds, skills and experiences. Repetition is important in the development of GRIT knowledge, skills and attributes associated with GRIT. A one-time event provides attendees with an information overview and the steps to start developing a new skill but no dedicated time to practice and implement that skill. Originality/value The innovative utilization of employee resource groups can positively impact the development of leaders within an institution in general and specially can enhance behaviors related to GRIT.

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