scholarly journals Complex Adaptive Team Systems (CATS): Scaling of a Team Leadership Development Model

2020 ◽  
Author(s):  
John R. Turner ◽  
Rose M. Baker ◽  
Kerry Romine
Keyword(s):  
Leadership Development ◽  
Team Leadership ◽  
Development Model ◽  
Complex Adaptive

scholarly journals Artificial Intelligence and Business Leadership Development: Applications and Solutions

2021 ◽  
pp. 7-11
Author(s):  
Enoch O. Antwi. EdD.
Keyword(s):  
Artificial Intelligence ◽  
Leadership Development ◽  
Leadership Practices ◽  
Positive Relationship ◽  
Business Leaders ◽  
Development Model ◽  
Business Leadership ◽  
Modern Business ◽  
Marketing Tool ◽  
Development Applications

Artificial intelligence (AI) is the promise of today and future businesses. Any leadership development model that ignores AI could miss out on modern business tools, technology, and resources. Though evaluations in developing business leaders present a positive relationship between AI and leadership development (Husain, 2017; Reese, 2018; Hosanagar, 2019), not many studies have been conducted in these areas. With Roomba Robots listening to social media and iRobot’s identifying customers and reaching out to them through private channels (Carr, 2011), a question arises: will AI be required to use business leadership practices in solving applicable challenges, or it will just be a marketing tool? Leadem (2017) quoted Colin Angle, iRobot’s founder, and CEO in an Entrepreneur Magazine, “I have been able to remain CEO, not because of the fact I was CEO yesterday, but because I've worked very hard to listen, learn and evolve in the seat." Developing business leaders could be rooted in AI knowledge, applicability, challenges, and solutions while paying attention to the three keywords of listening, learning, and evolving in leadership.

scholarly journals Human Competency as a Catalyzer of Innovation Within Health and Nursing Care Through a Perspective of Complex Adaptive Systems

2021 ◽  
pp. 354-369
Author(s):  
Hironobu Matsushita ◽  
Paul Lillrank ◽  
Kaori Ichikawa
Keyword(s):  
Complex Adaptive Systems ◽  
Adaptive Systems ◽  
Team Leadership ◽  
Self Control ◽  
Nursing Managers ◽  
Analytical Thinking ◽  
Complex Adaptive ◽  
Key Competencies ◽  
Key Aspects ◽  
Nursing Manager

The aim of this article is to analyze some features of nursing manager competencies as a potential agent of innovation through a perspective of complex adaptive systems. To achieve the objective, an empirical quantitative analysis of the data obtained through structured questionnaires was conducted to identify the key aspects of perceptions related to competencies. The results demonstrated a disparity between what nursing managers perceived as “my strength” and what they perceived as “critical in adopting innovation” with respect to competencies. This study empirically identified key competencies relevant to nursing managers in adopting innovation through a perspective of encompassing complex adaptive systems. The nursing managers surveyed tended to consider their strengths included interpersonal understanding, teamwork, self-control and concern for order. From a viewpoint of innovation adoption, there is room for improvement for nurses to develop such competencies as initiative, team leadership, conceptual thinking, analytical thinking, and organizational awareness.

Team Emergence Leadership Development and Evaluation: A Theoretical Model Using Complexity Theory

2017 ◽  
Vol 16 (02) ◽  
pp. 1750012 ◽  
Author(s):  
John R. Turner ◽  
Rose Baker
Keyword(s):  
Leadership Development ◽  
Theoretical Model ◽  
Complexity Theory ◽  
Goal Attainment ◽  
Evaluation Model ◽  
Development Model ◽  
Team Cognition ◽  
Emerging Leaders ◽  
Leadership Development Programs ◽  
Cognition And Learning

This paper presents a leadership development model that is designed to utilise the self-organising, self-managing, and self-regulating functions found in teams and small groups. This theoretical paper presents the Team Emergence Leadership Development and Evaluation Model as a new dynamic leadership development model designed to function in complex and non-predictive environments. Complexity theory, complexity leadership theory, and emergence were utilised to connect this theoretical model to leadership development, team cognition and learning, and knowledge management. This new theoretical model provides a new way of viewing leadership development, by incorporating naturally occurring team processes as a means of replicating the characteristics traditionally viewed as being related to leadership development. Emergent events occur through distributed leadership among various agents and are defined by levels of meaning, providing new knowledge to the agents, and allowing for the collective to move onto the next step towards goal attainment. Connecting leadership development competencies with the environmental factors is critical for successful leadership development programs. The methods and procedures within the evaluation plan and protocols should move beyond a reliance on competency development as confirmation of leadership development. Complexity theory can help to shed light on the formation of these connections while aiding other agents to become potential emerging leaders themselves.

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.

Developing Team Leaders: A Leadership Development Program to Build Effective Team Leaders

2010 ◽  
Vol 3 (2) ◽  
pp. 102
Author(s):  
Mark Stanbrough
Keyword(s):  
Leadership Development ◽  
Leadership Skills ◽  
Development Program ◽  
Team Leadership ◽  
National Standards ◽  
Trial And Error ◽  
Team Leaders ◽  
Leadership Program ◽  
Effective Leaders ◽  
Service Project

NASPE has developed national standards for coaches with Standard 8 focusing on providing athletes with responsibility and leadership opportunities as they mature. Standard 8 states that coaches should engage athletes in opportunities that nurture leadership and teamwork, which can be learned on the field and exhibited in life. It further states that sports provide an atmosphere for trial and error through practice and competition. Much is expected of team leaders; however, few of them are ever formally taught the leadership skills they need to perform effectively. Like physical skills, leadership skills must be systematically taught, developed, and practiced. Through a structured leadership program, some of the trial and error can be eliminated. High school cross country athletes (N=8) participated in an eight-week structured leadership program. The program met once a week, with each athlete leading a weekly session and the coach serving as a moderator. The topics addressed were: understanding the rewards, risks and responsibilities of leadership, leading by example, and vocal leadership. The athletes also spent five hours performing a community leadership service project and attended a leadership lecture presented by a national expert. There was a significant improvement between a pre and post self-rated Team Leadership Evaluation survey (Janssen, 2007). The athletes felt the program was effective, as they were able to develop insights and leadership skills needed to be more effective leaders.

The Cohort Leadership Development Model: Student Perspectives

2008 ◽  
Vol 32 (4-6) ◽  
pp. 362-374 ◽  
Author(s):  
Christine Johnson McPhail ◽  
Mary Robinson ◽  
Harriette Scott
Keyword(s):  
Leadership Development ◽  
Student Perspectives ◽  
Development Model

scholarly journals Leadership and leadership development in academic libraries: a review

2016 ◽  
Author(s):  
Gabi Ka Wai Wong
Keyword(s):  
Leadership Development ◽  
Literature Review ◽  
Academic Libraries ◽  
Team Leadership ◽  
Emergent Leadership

The literature review captures the discussion and perception of leadership and leadership development in the realm of academic libraries. It places the library literature in the context of three leadership modes: headship, team leadership and emergent leadership.

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