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The purpose of this paper is to evaluate the effectiveness of negotiation training delivered to senior clinicians, managers and executives, by exploring whether staff members implemented negotiation skills in their workplace following the training, and if so, how and when.

This is a qualitative study involving face-to-face interviews with 18 senior clinicians, managers and executives who completed a two-day intensive negotiation skills training course. Interviews were transcribed verbatim, and inductive interpretive analysis techniques were used to identify common themes. Research setting was a large tertiary care hospital and health service in regional Australia.

Participants generally reported positive affective and utility reactions to the training, and attempted to implement at least some of the skills in the workplace. The main enabler was provision of a Negotiation Toolkit to assist in preparing and conducting negotiations. The main barrier was lack of time to reflect on the principles and prepare for upcoming negotiations. Participants reported that ongoing skill development and retention were not adequately addressed; suggestions for improving sustainability included provision of refresher training and mentoring.

Limitations include self-reported data, and interview questions positively elicited examples of training translation.

The training was well matched to participant needs, with negotiation a common and daily activity for most healthcare professionals. Implementation of the skills showed potential for improving collaboration and problem solving in the workplace. Practical examples of how the skills were used in the workplace are provided.

To the authors’ knowledge, this is the first international study aimed at evaluating the effectiveness of an integrative bargaining negotiation training program targeting executives, senior clinicians and management staff in a large healthcare organization.

The purpose of this study is to investigate the effectiveness of online self-leadership training (OSLT) in promoting leaders’ self-leadership skills and recovery experiences.

A non-randomized controlled trial was conducted under two conditions: a standardized seven-week OSLT (N = 43) and a control without any intervention (N = 42). All participants (N = 85) completed standardized questionnaires measuring self-reported self-leadership skills and recovery experiences. Additionally, participants in the intervention group were assigned to invite one team member each (N = 26) to assess their leaders’ pre-post self-leadership skills and pre-post leader–member exchange.

Significant interaction effects of time and group and increases in the OSLT group (t1 vs t2) in self-leadership skills (cognitive and natural reward strategies) and recovery experiences (detachment and relaxation) indicated the effectiveness of OSLT training. Significant improvements in self-leadership skills and leader–member exchange were reported by team members of leaders in the OSLT group.

To the best of the authors’ knowledge, this study was the first to examine the effectiveness of OSLT for leaders in business contexts in a controlled before-after intervention design. The findings of this study revealed improvements in self-leadership skills and recovery experience because of OSLT.

The purpose of this paper is to develop a set of elements that Intelligence Community (IC) leadership can use as a framework to transition leadership development courses from the current face-to-face format to the virtual environment. IC employees face unique leadership challenges, and broader application of leadership development is needed. Due to the unique ethical and leadership dilemmas faced by the IC workforce, the unique makeup of the current labor force, the limitations of traditional face-to-face leadership development efforts, and the broad group of stakeholders affected, the IC should transition from face-to-face leadership development to a virtual environment. In this phenomeno logical qualitative study, eight primary themes emerged as important to include in a virtual leadership development course.

The purpose of the present study is to identify the core cultural aspects perceived by the executives of public, private and foreign banks in India.

Of the 124 responses, 96 usable responses were assessed from middle and lower level managers. Qualitative content analysis and deconstruction method were used to identify the perceived cultural aspects.

Interestingly, managers of Indian banking industry stated that cultural aspects of their banks possess good work and working environment, prefer people, management, experience and promotions in comparison to other factors like policy, bonus, market, commitment, project, etc. It is also noted that cultural aspects of banks prefer learning, training and team working.

Assessment of the perception of managers toward their culture will foster the banks to develop integral subculture and to achieve the long-term organizational goals.

The study analyze the cultural aspects in Indian banking industry qualitatively, based on executives characteristics. This qualitative analysis helps to find out more contemporary and prevailing factors of banks.

Launched in 2005, the Food Systems Leadership Institute (FSLI) is a 2-year leadership development program primarily focused on academic leaders. As of spring 2020, FSLI has enrolled 15 Cohorts, training a total of 347 Fellows. In 2020, a review of the graduated cohorts was undertaken to understand both the range of institutions served by FSLI and the career trajectory of the 319 graduated Fellows who participated in Cohorts 1-14. A total of 78 different organizations have enrolled FSLI participants, including 79% of the 1862 Land Grant Universities, 68% of the 1890 Land Grant Universities, and 12% of the 1994 Institutions, in addition to fewer participants from non-Land Grant public universities, government institutions, industry, and institutions located outside of the U.S. FSLI has served participants from 84% of the US and Territories. The review showed that 46% of Fellows in Cohorts 1-14 advanced into higher positions of academic administration and they filled 169 new hierarchical positions, including college-level, university-level and system-level administration positions in higher education. Similar trajectories were found in industry-organizations, although in smaller numbers. In all, 470 administrative and leadership positions have been filled in these organizations by the 319 members of the cohorts reviewed. While career progression is a limited measure of leadership success, this brief review supports the hypothesis that participation in the FSLI program contributes to the careers of the enrolled participants.

The purpose of this study is to examine the implementation of human resource management (HRM) practices that facilitate innovation in the public sector in a developing country.

Qualitative method was engaged whereby a semi-structured interview was conducted to get the responses of two groups of employees which are top management and executive in two types of public organizations which are awarded and non-awarded. The collected data was later analyzed thematically.

The results show that there are differences and similarities among the public agencies in terms of their implementation of HRM practices that facilitate innovation. Apparently, the awarded public agencies do follow HRM practices that really facilitate innovation such as local training, provide more types of rewards to their employees and set a higher minimum level of innovation in their performance evaluation.

This research confines only 10 public agencies in Malaysia. Future studies might want to include a larger sample size to make the findings more extensive. It also would be interesting to know different approaches in HRM implemented in the private organizations as well as to examine their influences on performance and other organizational factors.

Good and fair HRM practices such as training, reward and performance appraisal practices that focus on innovation facilitate and produce more innovative employees and organization innovation. Thus, public managers should implement them to a higher extent.

To the best of the authors’ knowledge, this is the first study that aims to engage the qualitative method in understanding how HRM practices can facilitate innovation in a developing country.

The Food Systems Leadership Institute (FSLI) is a 2-year leadership development program consisting of 3 intensive in-person immersion retreats, and a robust and customizable distance-based program. Participants come primarily from land-grant and public universities and learn about personal, organizational and system leadership with a focus on food systems as an organizing theme. For this study, program graduates from FSLI Cohorts 4-6 (n=60) were asked to complete an online retrospective pre- and post-test of skill competency and skill use for 20 competencies addressed in the program, with 47 (78%) completing the survey. Data indicate participants’ ratings of skill competency increased significantly across all 20 targeted areas.Participants further noted that they used these skills more after completing the program as compared to prior to the Fellowship training. Data suggest the FSLI model of leadership development can have a significant impact on participants’ perceived skill level in and use of important skills in both personal and organizational leadership in academic and food system settings.

This study aims to evaluate a human rights-informed dementia prevention program promoting better health and social care among older adults. In this study, the authors examined whether a dual-task training would improve cognition in healthy older adults.

Individuals attending the systematic health education program for older adults based in Japan were recruited for study inclusion, and divided into a dual-task training group (TG) and a control group (CG). The TG underwent 90 min of a weekly dual-task training for 12 weeks. Severity of dementia was measured using the Mini-Mental State Examination (MMSE) test. Brain function was assessed using a go/no-go task paradigm, during which cerebral blood flow was additionally measured using functional near-infrared spectroscopy to quantify oxyhemoglobin (oxy-Hb).

MMSE total score, number of errors in the go/no-go tasks and oxy-Hb values showed significant improvements in the TG.

Owing to the small number of participants allocated to the CG, the results must be interpreted with caution. Replication and further validation based on large-scale, randomized-controlled trials is warranted.

This study highlights potential benefits of incorporating an early prevention training for dementia into a human rights-friendly health education program.

This study suggests a potential means to reduce costs of social security and health care by introducing a human rights-informed dementia prevention program.

The results suggest that dual-task training may improve cognitive function in healthy older adults, thereby contributing to better health and improvement of social health care, based on a human rights-informed health education program for the prevention of dementia.

While scholars recognize that digital technology is a major tool employed by contemporary learners to access knowledge, its full capacity is yet to be utilized. This paper investigates opportunities to increase individual learning engagement and knowledge retention in higher education and corporate environments through integrating educational content with innovative digital technology. Currently, within commonly adopted e-learning platforms, the most utilized online content delivery and student progress assessment tools in leadership education appear to be discussion-based instruction, along with written assignments, and research projects (Jenkins, 2016). To inform leadership educators’ choice in innovative tools for increased effectiveness of instruction, this paper shares an experience of delivering integrated global leadership education pedagogical content (i.e., cross-cultural competency instruction for graduate management class at a U.S.-based public university) within a gamified real-time multiuser learning platform—MyAltis—and discusses implications for leadership education.

The purpose of this paper is to describe the components, structure and theoretical underpinnings of a cognitive remediation intervention that was delivered within a supported education program for mental health survivors.

In total, 21 participants enrolled in the course Strengthening Memory, Concentration and Learning (PREP 1033 at George Brown College (GBC)) with the diagnosis of depression, anxiety, PTSD, ED and substance use disorder were included in the research. After a baseline assessment, participants completed 14 week cognitive remediation training (CRT) protocol that included six essential components that were integrated and implemented within the course structure of the supported education program at GBC. This was followed by a post-training assessment.

Analysis of the participants’ performance on CRT protocol using computerized games showed little significant progress. However, the research found a positive change in the self-esteem of the participants that was statistically significant and the findings also aligned with the social and emotional learning framework.

One of the limitations in the research was the use of computer-assisted cognitive remediation in the form of the HappyNeuron software. The value and relevance of computer assisted needs are to be further examined. It seems that the implementation of the course that explicitly address cognitive challenges creates a supportive environment can be helpful.

Despite the mixed results and the few limitations associated with the CRT intervention reported in the research, the study offers reminders of the complexity of cognitive remediation and all the factors involved that need to be taken into consideration.

This research created explicit space for addressing some of the implicit assumptions about the cognitive abilities when in post-secondary education.

This work is based on author’s previous work on cognitive remediation research within the supported education setting.