scholarly journals Perceptions of effective leadership in a medical school context

2019 ◽  
Vol 10 (3) ◽  
pp. e101-106 ◽  
Author(s):  
Aleem Bharwani ◽  
Theresa Kline ◽  
Margaret Patterson
Keyword(s):  
Leadership Development ◽  
Medical School ◽  
School Leadership ◽  
Research Question ◽  
School Context ◽  
Development Programs ◽  
Structured Interviews ◽  
Leadership Development Programs ◽  
Principal Characteristics ◽  
University Leaders

Background: There have been calls for the development of leadership attributes in healthcare practitioners through leadership development programs. However, understanding how leadership is conceptualized is needed to assure effective participant-centred leadership development programs. The purpose of this study was to elucidate how the construct of leadership is conceptualized by multiple stakeholder groups associated with medical school leadership programs. Methods: We conducted a total of 77 semi-structured interviews with six major demographic groups: Trainees (n= 16), Mid-Level University Leaders (n= 10), Clinician Leaders (n= 17), Senior University Leaders (n= 10), Medical Scientists (n= 12), and Senior Leaders, external to the University (n = 12) to address the research question. Results: Content analyses revealed that the leaders were expectedto create a compelling vision and a foster a motivating culture within the organization. Integrity and a sense of passion about leading were viewed as being principal characteristics of a leader. The twin skills of technical competence and communication were endorsed as most important for a leader. Finally, leaders are expected to be accountable for outcomes. Conclusion: Medical school leadershiptraining programs should strive to incorporate these characteristics, given their broad appeal to diverse interest groups.

Collusion with denial: leadership development and its evaluation

2015 ◽  
Vol 34 (2) ◽  
pp. 134-152 ◽  
Author(s):  
Elizabeth King ◽  
Paul Nesbit
Keyword(s):  
Leadership Development ◽  
Learning Experience ◽  
Development Program ◽  
Qualitative Evaluation ◽  
Development Programs ◽  
Structured Interviews ◽  
Leadership Development Programs ◽  
Content Type ◽  
Leadership Development Program ◽  
The Impact

Purpose – The purpose of this paper is to investigate ways to gain deeper understanding of the evaluation challenge by reporting on insights about the impact of a leadership development program. It focusses on participants’ reflective post-course analysis of their learning, comparing this to a traditional evaluative analysis. Recently there has been a greater focus on programs to develop leaders who have the requisite cognitive and behavioral complexity to lead in challenging environments. However models for the evaluation of such programs often rely on methodologies that assume learning of specific skills rather than assessment of how well participants are able to cognitively and behaviorally adapt to uncertain and complex environments. Design/methodology/approach – The leadership development program was evaluated in two stages and the findings compared. Stage 1 elicited responses to the program using a traditional evaluation approach. Stage 2 involved 30 semi-structured interviews with the participants exploring the connections made between their development experience, work environment and approach to challenge. Findings – Evaluation approaches which focus on assessing reflection about personal learning provide greater detail on learning experience than traditional approaches to evaluation and can increase our understanding of the broader impact of leadership development programs. Current evaluation practices are mostly traditional despite dissatisfaction with outcomes. There are functional and financial benefits flowing from this practice suggesting collusion with denial between the suppliers and purchasers of leadership development and posing a question of causation. Originality/value – This study supports the use of qualitative evaluation techniques and in particular a focus on post-learning reflection to increase understanding of the impact of leadership development programs. The increased understanding provided by this type of evaluation can play a significant role in both the design of leader development programs and the creation of strategic alignment between business strategy, the purpose of leadership development interventions, learning objectives, program design and program evaluation.

Leadership development strategy: the missing links

2018 ◽  
Vol 32 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Shilpa Kabra Maheshwari ◽  
Jaya Yadav
Keyword(s):  
Leadership Development ◽  
Development Strategy ◽  
Scale Up ◽  
Competitive Growth ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Content Type ◽  
The Individual ◽  
Business Complexity ◽  
Practical Implications

Purpose Current volatile environments, business complexity, and leadership gaps are compelling organizations to deploy effective leadership development strategies. Fueled by competitive growth and people challenges, efforts continue to scale up but fail to create the desired leaders. This paper aims to address the missing links and calls for new ways of deploying leadership development strategy. Design/methodology/approach Qualitative data on experiential feedback have been collected from participants and stakeholders of leadership development programs in Indian organizations. Findings An integrated six-step approach to leadership development has been proposed for scholars and practitioners. Practical implications From the practitioner’s perspective, this study contributes to the field of leadership development by challenging the relevance of current approaches. It also adds to the scholarly literature on leadership development in the context of the organization and the individual. Originality/value Current studies in the area of leadership development in the Indian context are scarce.

Identity-safe or threatening? Perceptions of women-targeted diversity initiatives

2018 ◽  
Vol 21 (5) ◽  
pp. 745-766 ◽  
Author(s):  
Jessica L. Cundiff ◽  
Sohee Ryuk ◽  
Katie Cech
Keyword(s):  
Leadership Development ◽  
Women's Leadership ◽  
Development Programs ◽  
Diversity Initiatives ◽  
Leadership Development Programs ◽  
Upper Management ◽  
Undergraduate Women ◽  
Women Employees ◽  
A Company ◽  
Identity Safety

One strategy for addressing gender disparities in STEM and leadership focuses on women-targeted diversity initiatives, such as women’s networking groups and women’s leadership development programs. Although well intentioned, targeting diversity initiatives specifically toward women instead of all employees may unwittingly make workplaces appear unwelcoming and biased to prospective employees. To test this notion, undergraduate women and men read a recruitment brochure for a company that framed its diversity initiatives as either targeting women employees or all employees. Both women and men felt less social fit and comfort with the company and were more concerned about being treated negatively and unfairly when diversity initiatives were framed as women-targeted rather than all-inclusive. These results held regardless of whether the company was portrayed as male-dominated or gender equitable (Study 1, N = 117). However, results were somewhat attenuated for women, but not men, when the women-targeted program was portrayed as initiated and led by women employees rather than upper management (Study 2, N = 152). Overall, our results suggest that diversity initiatives may more effectively convey identity safety to both women and men when framed in a way that includes all employees rather than targeting only women.

Disability and Dominant Leadership Models Over Time

2020 ◽  
pp. 274-293
Author(s):  
Melanie Lee
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Students With Disabilities ◽  
Personal Narrative ◽  
Student Leadership ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Leadership Models ◽  
Models Of Disability ◽  
Over Time

This chapter is grounded in scholarly sources and personal narrative, and it concludes with recommended best practices about fostering more socially just higher education environments for college students. Specifically, the author focuses on the development of more equitable inclusion of students with disabilities in curricular and co-curricular leadership development programs. This chapter provides a context of major models of disability over time, a chronological scaffold of dominant student leadership models, and recommendations for educators inside and outside of classroom spaces. The intersection of models of disability and leadership models has not been explored. This chapter fills that gap in the literature.

Leadership self-efficacy: review and leader development implications

2019 ◽  
Vol 38 (8) ◽  
pp. 637-650
Author(s):  
Laura Paglis Dwyer
Keyword(s):  
Leadership Development ◽  
Self Efficacy ◽  
Cognitive Modeling ◽  
Group Performance ◽  
Leader Effectiveness ◽  
Future Research ◽  
Big Five Personality ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Content Type

Purpose The purpose of this paper, on self-efficacy and leadership, has two objectives. First, it comprehensively reviews approximately 25 years of research on leadership self-efficacy (LSE), beginning with LSE measurement and related criticisms. Findings concerning LSE’s relationships with leader effectiveness criteria, as well as individual and contextual influences on LSE, are presented. Second, it examines the evidence on efficacy enhancement interventions and offers some preliminary recommendations for increasing LSE through leadership development programs. Design/methodology/approach The author conducted a comprehensive literature review of the existing research on LSE, covering the main contributors to this research stream and their findings. Findings The review revealed substantial diversity in LSE construct development and measurement approaches. Regarding LSE and leader effectiveness, many studies reported positive relationships with potential, performance and behavioral ratings of leaders. Collective (team) efficacy has emerged as a significant mediator between LSE and group performance. Influences on LSE include several of the Big Five personality traits, while contextual antecedents are under-researched, and potentially fruitful areas for further study. Executive coaching and mentoring, as well as cognitive modeling techniques and training in constructive thought patterns, received support for enhancing LSE in developing leaders. Originality/value This paper’s review and implications should be of substantial value to current and future LSE researchers, as it summarizes past research, synthesizes the findings to draw out common themes and consistent, corroborated findings, and identifies opportunities for future research. For practitioners, the reviewed research on interventions for increasing LSE through leadership development programs provides practical guidance.

scholarly journals Leadership Development Programs for Women in Engineering Industry

2013 ◽  
Author(s):  
Catherine Mavriplis ◽  
Elizabeth Croft
Keyword(s):  
Leadership Development ◽  
Gender Diversity ◽  
Vice President ◽  
Women In Science ◽  
Engineering Industry ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Diverse Workforce ◽  
Women In Engineering ◽  
Engineering Organizations

Many engineering organizations are realizing the benefits of diversity for innovation in their product development and team dynamics. While women remain a minority in the classroom and the workplace when it comes to engineering, they have registered significant gains. Despite decades of increases in percentages of women at lower levels however, gender diversity at high levels remains woefully low. Without integrating diversity at all levels of an organization, the full benefits of diversity cannot be reached. Furthermore, highly trained and experienced workers become dissatisfied and/or eventually leave if they cannot see a path to career advancement. Leadership development programs for women have recently sprung up in a number of engineering organizations to reap the full benefits of these companies’ investments in a diverse workforce. At Pratt & Whitney Canada, in 2007, a committee was struck to develop a Women’s Leadership Initiative that has been vibrant ever since, registering successes such as promotion of several women to Vice President status. In 2011, the NSERC Chair for Women in Science and Engineering, BC and Yukon sponsored six introductory Leadership Development workshops developed by the Canadian Centre for Women in Science, Engineering, Trades and Technology hosted at engineering workplaces across British Columbia. The presentation and paper will discuss the need for such programs, their essential ingredients and provide a preliminary assessment of their effectiveness.

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