Search results

Leadership behaviours are shown to contribute to subordinate well-being. The purpose of this paper is to investigate the effect of a 7.5-day personal growth-orientated leadership intervention among line supervisors on subordinate well-being at work in a public sector construction organization.

A quasi-experimental design was applied to investigate the effects on the subordinates’ perceptions of the psychosocial work environment, leadership, and well-being. The intervention group comprised the subordinates (n=49) of the leadership intervention units and the control group comprised the subordinates (n=96) of the non-participating units. Data were collected with pre- and post-measurement surveys and analysed with repeated measures ANCOVA.

The intervention improved the flow of information after adjusting for the subordinates’ level of participation in the organizational stress management programme and background variables. The subordinates’ perception of leadership or of their own well-being did not improve compared to the control group.

More detailed and proximal outcome indicators are needed. Several measurements and a process evaluation of the implementation are recommended.

Line supervisors need to be informed about the goals and methods of a personal growth intervention in order to encourage them to meet their strengths and limitations. The improvement of blue-collar subordinate well-being through leadership development might benefit from more practical training approaches.

The personal growth approach to line supervisors’ development is rare. The effect of the development on subordinate well-being has not been investigated.

The purpose of this paper is to assess the socioscientific issue (SSI) method as a way of improving seventh graders’ nutrition know-how on dietary supplements (DS), and to describe how students experience learning nutritional issues through the SSI method.

Participants were seventh graders from three different classes (n=43). Health education intervention lasted 7 h and it embodied the three-staged model: the scenario, the inquiry and the decision-making stages. The study was qualitative in nature. The data were collected through a questionnaire before and after the intervention. The data were analyzed using summative content analysis.

Intervention tended to deepen students’ know-how on vitamins and rational use of DS. Students’ experiences of learning nutritional issues through the SSI method were generally positive. The scenario stage was considered current and authentic. The inquiry stage and decision-making stage helped in understanding the societal connections between the study task and the rational use of DS.

SSI method enhances students’ knowledge about the rational use of DS. E-learning environment gave students possibilities to work collaboratively. Especially, possibilities to discuss with peers and share own experiences supported learning.

To solve the need of dietary supplements (DS) is a complex nutritional issue for society and for individuals. Since consumption of special diets has increased among adolescents, the rational consumption of DS is relevant and interesting learning topic at secondary school.

This study aims to explore what kind of perceptions dental students at graduation stage have on leadership and work communities, and themselves as leaders and work community members after completing a leadership course tailored for them.

The research material comprised reflective essays written by fifth-year dental students who had participated in a leadership course. The essays were analyzed using qualitative content analysis.

Most students reported that they had not considered seeking a leadership position before the course, but their views of leadership had grown more positive as a result of completing the course. Students perceived interpersonal communication competence as the most important factor for leaders, the whole work community and for themselves. They assessed that their biggest strengths were found in this area. The biggest challenges in adapting to a work community concerned the students’ professional identities, which were still taking shape at the time of graduation.

The need for leaders in health-care professions is growing due to ongoing reforms, multidisciplinary teamwork, the development of new technologies and patient demands. Therefore, undergraduate leadership education is needed to ensure that students have knowledge of leadership. Graduating dental students’ perceptions concerning leadership and work communities have not been widely explored. Students’ perceptions of leadership were positive after the course and helped students to realize their own potential in this area.