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The purpose of this paper is to investigate leadership competencies of expatriate managers working within the UAE and identify if these competencies are unique from those needed in their home country. Additionally, the paper aims to identify how new competencies expatriate leaders have developed while in their current position and how this enhances their ability to better manage staff in the UAE. Leadership competencies are skills and behaviors that contribute to enhanced performance. While some leadership competencies are essential to all firms, some distinctive leadership attributes may be particularly relevant to organizations possessing a large expatriate community.

Personal interviews and stratified sampling were used to examine the qualities and skills relating to expatriate managers’ success in leading UAE organizations. The research design did not differentiate between the origins and ethnicities of the leaders. The leaders, whether American, European, Indo-Pakistani or Asian, were treated as one entity.

Factors such as communication ability, team building qualities and ability to handle local nationals were found to have a significant effect on expatriate adjustment and success in managing UAE organizations.

By investigating specific competencies and skills that expatriate managers need to lead organizations in the UAE and the broader Gulf region, the study informs organizations on how they can better identify and develop leadership skills that lead to enhanced performance.

The study focuses on leadership competencies within the expatriate community of the UAE.

This paper aims to identify crisis leadership competencies in the facility management (FM) sector in Thailand.

The Delphi technique was used in three rounds of opinion evaluation from 24 Thai FM experts, based on which a large-scale questionnaire survey instrument was developed and administered. Of the 350 questionnaires distributed, 290 usable questionnaires were obtained (82.85 per cent response rate). Factor analysis was used to reveal important leadership competencies for managing facilities in crisis situations.

The Delphi technique identified 32 potential FM crisis leadership competencies. Of these, principal component analysis revealed 29 significant competencies. These competencies were grouped, using factor loadings, into five different competencies: emergency preparedness; crisis communication; emotional intelligence; leadership skills; and problem-solving. Emergency preparedness was found to be the most important leadership competency in FM crisis management.

This study is limited to the experiences of FM experts in Thailand. Its empirical results can help human resource managers to develop appropriate training programs and policies for FM practitioners, as well as to help junior FM practitioners develop competencies essential for leaders in the FM sector.

This is a novel empirical study of leadership competencies in a growing business sector in Thailand (FM) and possibly other countries in the Asian region. Leaders in FM can benefit from recognizing the leadership competencies that are critical during crisis management.

The purpose of this paper is to describe a two-part study that has explored the organisational and leadership competencies required for successful service integration within a health consortia in Australia. Preliminary organisational and leadership competency frameworks were developed to serve as reference points as the consortia it expanded to cater for increased service demand in the midst of significant health reform.

The study design is outlined, which involved literature reviews and semi-structured interviews with key stakeholders to ascertain the key determinants of successful service integration at both organisational and leadership levels.

The literature reviews revealed little existing research specifically focused on the organisational and leadership competencies that underpin successful service integration. The themes from the literature reviews and semi-structured interviews informed the preliminary organisational and leadership competency frameworks. Both frameworks are outlined in the paper. Key determinants of successful service integration – at both an organisational and individual leadership level – are also presented.

This is a one-organisation case study and the competency frameworks presented are preliminary. However, the study findings provide a foundation for further research focusing on the longer-term success of service integration.

Service integration in health is a new and emerging area, and there is little extant research exploring the organisational and leadership competencies underpinning its success. The competency frameworks presented in the paper may be of interest to other consortia and organisations engaged in service integration and other forms of merger and collaboration.

The chapter describes the SHL Corporate leadership model (Bartram, 2002) and the results of an investigation of leadership competency potential in 11 different European countries (39,354 people). The measures of potential used are eight competency factors known as the ‘Great Eight’ (Bartram, 2005) derived from Occupational Personality Questionnaire (OPQ32) scale scores. The results show some very clear trends in terms of effects of managerial experience and effects of gender on competency potential profiles. While there are differences in patterns of results between countries, these tend to be relatively small and non-systematic. The gender and experience effects, on the contrary, are consistent across countries. Overall, we find that transactional competencies decrease and transformational competencies increase with increases in level of managerial experience and that females show generally lower levels of transformational competencies and higher levels of transactional competencies than males. These findings are discussed in relation to the literature on gender differences in leadership.

This study focuses on leadership in organizations where big data analytics (BDA) is an essential component of corporate strategy. While leadership researchers have conducted promising studies in the field of digital transformation, the impact of BDA on leadership is still unexplored.

This study is based on semi-structured interviews with 33 organizational leaders and subject-matter experts from various industries. Using a grounded theory approach, a framework is provided for the emergent field of BDA in leadership research.

The authors present a conceptual model comprising foundational competencies and higher order roles that are data analytical skills, data self-efficacy, problem spotter, influencer, knowledge facilitator, visionary and team leader.

This study focuses on BDA competency research emerging as an intersection between leadership research and information systems research. The authors encourage a longitudinal study to validate the findings.

The authors provide a competency framework for organizational leaders. It serves as a guideline for leaders to best support the BDA initiatives of the organization. The competency framework can support recruiting, selection and leader promotion.

This study provides a novel BDA leadership competency framework with a unique combination of competencies and higher order roles.

The purpose of this paper is to determine the quality of the leadership competencies of first-level military leaders according to three behavioural dimensions: task, change and relational competencies.

The study was conducted in the Estonian Defence Forces (EDF) among first-level commanders (N = 89), whose leadership competencies were assessed by their subordinates (N = 1,655). The Leader Reward and Punishment Questionnaire was used to assess task competencies, the Transformational Leadership Behaviour Inventory was used to assess change competencies and the Extended Authentic Leadership Measure was used to assess relational competencies. Cluster analyses were conducted to identify the level of leadership competencies in the sample and to determine the commanders' leadership profile.

The study reveals that in terms of leadership competencies, only two competencies from task, two from change and none from the relational dimension are sufficient. In addition, the results highlight that the relational competencies of leadership are connected to each other, while task and change leadership competencies are not.

The study results make it possible to work out the main principles for a leadership development programme for first-level commanders. In addition, the developed methodology makes it possible to assess the leadership competencies of individual commanders using the three-dimensional framework.

This paper demonstrates how quality of the leadership competencies and profiles of first-level EDF commanders are determined within three behavioural dimensions: task, change and relational competencies.

The purpose of this study was to evaluate the impact of leadership development programme on enhancing leadership competencies of physicians in India. Assessment of leadership competencies of physicians is critical for designing suitable leadership development programmes. The previous studies of authors have revealed significant gaps in leadership competencies among physicians in India. Hence, authors have designed a programme incorporating various facets of health-care leadership and evaluated its impact on improvement of leadership competencies of top- and mid-career level professionals.

A six-day offsite residential programme incorporating a three-day component of leadership development was organized, in which 96 physicians participated. A mix of pedagogical approaches was used. A pre- and post-assessment of 30 medical leadership competencies was done using a self-administered questionnaire.

Majority of participants (69%) scored their competencies at Level 3 and Level 4 (Average to Good) with a mean score ranging from 3.20 ± 0.85 to 4.12 ± 0.71 in the pre-assessment group. In contrast, in post-assessment, this shifted to Level 4 and Level 5 (Good to Very good) in 72% with mean scores ranging from 3.8 to 4.24. Statistically significant differentiation was noted in pre- and post-assessment mean scores for all 30 competencies. The maximum improvement was noted in Competency 29 “Information management system planning and implementation”, whereas the least improvement was noted in Competency 12 “Holding self and others accountable and responsible for organizational goal attainment”.

The authors believe that this is the first study from India to assess effectiveness of leadership development programmes on enhancing medical leadership competencies demonstrating positive outcome. The findings of this study can provide a roadmap for designing of future medical leadership development programmes for physicians in India.

Although leadership education typically is not explicitly incorporated into student affairs preparatory programs, student affairs practitioners are expected to facilitate the leadership development of their students. Thus, through two simultaneous Delphi panels, Group A: Student Affairs Practitioners (n=17) and Group B: Student Affairs Preparatory Program Faculty (n=20), this study explored the places or experiences where student affairs practitioners should learn and practice the professional competencies needed to be a student affairs leadership educator. Both expert panels agreed the graduate assistantship was the most important place to learn and practice how to be a leadership educator. Yet these findings demonstrate a gap between research and practice within student affairs preparatory programs. Four recommendations are provided to strengthen the professional preparation of student affairs practitioners as leadership educators.

This study used the Delphi technique with 31 seasoned leadership educators who, over the course of two rounds, were tasked to categorize the level of complexity of 60 leadership competencies. What resulted was a five-tier taxonomy based on the level of complexity of each of the 60 competencies assessed. The taxonomy also includes four categorical clusters of similar competencies and three domain levels of instructional design. A description of the Delphi technique, results of the study, the taxonomy model, and methods for employing the model are described.