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Training to improve health management and leadership competence is recommended. However, there is limited evidence showing the impact of training on competence. The purpose of this paper is to evaluate the evidence for the impact of training and professional development on health management and leadership competence.

A systematic review was conducted using a mixed-methods design. Studies using qualitative, quantitative or mixed-methods design were included. The following electronic databases were searched to October 2018: CENTRAL, CINAHL, EMBASE, ERIC, NEDLINE and PsycINFO. Study eligibility and methodological quality were assessed independently by two review authors. Data from qualitative studies were synthesised using thematic analysis. For quantitative studies, odds ratio (OR) or mean difference (MD) and 95% confidence interval (CI) were calculated for each intervention. Where appropriate, qualitative and quantitative data were integrated into a single synthesis using Bayesian methods.

In total, 19 studies were identified for inclusion in the review. Training and professional development interventions using flexible, multiple training techniques tailored to organisational contexts can improve individual competence and performance. Such training is typified by a leadership development programme. There was insufficient evidence to determine the effects of interventions on organisational performance.

This is the first systematic review evaluating the impact of training and professional development interventions on health management and leadership competence.

Leadership development is a significant organizational investment and is considered a foundation for a culture change process. In a highly disruptive environment, higher education administrators are investigating the potential benefits of this investment. Specifically, while the great recession was underway in 2010, and with a backdrop of continuous enrollment decline, a business school in a public university in the USA utilized an experimental design to test a globally recognized business model for leadership development and its impacts on leadership effectiveness. The paper aims to discuss these issues.

The intervention included a two-day training session followed by a year-long process for cementing in learning, while examining ensuing leadership effectiveness. Potential control variables in the model included measures of four dimensions of leadership fitness which were defined as the physical, socio-emotional, spiritual and mental dimensions. When the leadership development intervention showed promising results the business school forged ahead to implement a culture change process based on the leadership development intervention to foster teamwork and innovation.

As a longitudinal implementation and assessment process, subsequent results of the culture change process spurred year over year increases in enrollments, student retention, student placement, along with consistently escalating faculty research and academic program rankings. The culture change process spread organically from the business school throughout the university as a whole with similar positive impacts.

Implications, including an assertion that leadership development is a viable tool for higher education’s organizational sustainment are discussed.

Future research opportunities of institutional outcomes in higher education due to a systemic investment in annual culture enhancement are also discussed.

The purpose of this paper is to present an innovative leadership development program, which forms part of a corporate social responsibility (CSR) outreach. The program aims to develop the leadership of school principals in under-resourced communities in South Africa, while simultaneously developing the business partners paired with these principals. Through creatively combining various leadership development interventions, the human and social capital of the school principals and collaborating leaders are expanded to prepare them for an uncertain, volatile environment. This paper focuses on the learning experiences of the business partners. The program exposes business leaders to scenarios that develop unique leadership skills.

An empirical study was conducted with a purposive sample of 73 business leaders who completed the 12-month leadership development program. A qualitative approach was followed, consisting of an online survey that predominantly required a narrative description of leaders’ perceptions and experiences. The qualitative feedback was thematically analyzed.

The findings indicated that the use of combined leadership development interventions is important in adequately preparing leaders for the challenges of a changing and unpredictable environment.

The findings of the research are limited by the small sample of 73 business leaders from a population of 294. Inferential statistics could not be conducted and responses to the survey cannot be regarded as representative of the total population. Possible bias may exist through utilizing a purposive sampling technique; however, this was counteracted through rigorous research, cross-checking and quality assurance initiatives.

The presented program innovatively combines the benefits of a CSR program with shared value in human and social capital. Business leaders are exposed to various leadership development interventions. This approach effectively prepares business leaders to deal with multifaceted contextual issues within a diverse, complex and volatile environment. The present paper shows that through successfully cultivating better leadership development initiatives and adopting appropriate and pertinent development programs, human and social capital available for economic progress are appropriately managed and channeled. Furthermore, resource exchange is enhanced through establishing strong interpersonal relations. This collaboration acts as a forerunner to business success. Hence, through adopting such intervention programs and teaching their processes and procedures, the development and implementation of positive public policy can be assisted.

The value of the current research on public attitude is that its results imply and create the belief and acceptance that uncertainty and disparity can be alleviated through developing strong interpersonal relations that improve the exchange of resources through the collaboration of public and business stakeholders.

This paper introduces an innovative leadership development program, which, as part of a CSR initiative, aims to improve the leadership of school principals in under-resourced schools, while simultaneously developing the business leaders involved in the initiative. This is done through partnering a school principal with a business leader in a formal participatory leadership development program. Research shows that the unique combinations of leadership development interventions cultivate school principals and business leaders who are emotionally and culturally intelligent, resilient and well prepared to push willingly beyond and across boundaries in unfamiliar environments.

Leadership is necessary for organizational effectiveness (Kroeck et al., 2004), a finding that applies to student organizations at institutions of higher education (Plante, 2016; Posner, 2012). However, student leaders of campus organizations face nuanced and significant challenges (Foubert & Urbanski, 2006; Plante, 2016). Therefore, we sought to diagnose and analyze the central challenge of a peer leadership position within a collegiate leadership mentoring program. After diagnosing the central challenge of the position, we built a training and development intervention grounded in the leadership theory of consideration versus structure (Halpin & Winer, 1957; Stogdill, 1974). The intervention was administered to two cohorts of seven student leaders and subsequently assessed for effectiveness. The current paper shares the assessment results, along with details on developing and implementing the leadership intervention. We hope practitioners can (a) implement the process we outline to conduct a needs assessment and create a leadership development intervention and (b) utilize the training in their co-curricular organizations.

This paper presents findings from a qualitative study evaluating the impact of a leadership development intervention. The evaluation was designed to look beyond individual learning, but explore organisational learning once participants rejoined their organisations. A range of interviews were conducted with participants and their line managers to elicit perceptions about what participants learned, how interviewees thought the learning was used in practice and what organisational procedures are in place to integrate new learning into work practices within the organisation. The evaluation shows that individual learning took place, but little organisational learning transpired. The research found that lack of time to practice new learning and fragmented organisational support are the factors that influence learning transfer. Additional factors influencing the identification of learning transfer are the non‐alignment of organisational strategy/need with the education agenda supporting this strategy/need and the limited understanding of measurable benefits ‐ financial or behavioural ‐ that such training may provide.

Leader self-efficacy (LSE) is associated with leader emergence and effectiveness, and is a strong predictor of both individual and group performance. While some research exists related to the connection between LSE and adult leadership, more studies are required to better understand the details surrounding LSE as it relates to adolescents. This mixed methods study examines the effects of a leadership development intervention on LSE in an eighth-grade student population. Results indicate strong support for the effectiveness of the intervention and its potential to increase youth LSE. This finding holds significant implications for educational practice, research, and the future of leadership development.

The purpose of this paper is to examine the impact of the Full Range Leadership Development Program (FR-LDP) of middle managers of a furniture company in Thailand and explore how they experience the leadership development phenomenon. It addresses the fundamental question of how effective leadership behaviors occur and are sustained.

In total, 31 middle managers completed a six-month multi-methods development program of three alternating training sessions and on-the-job practice. A 360-degree feedback survey of the Multifactor Leadership Questionnaire 5X Short, comprising 284 questionnaires of “leaders” and “raters,” was used to measure the change in effective leadership behaviors and the overall leadership outcome. A sub-sample of 20 participants from these managers was selected for in-depth interviews at the end of the intervention. Semi-structured interviews and critical incident analysis was applied to understand the leadership experience of these managers.

The study revealed that leadership behavior and overall outcome performance had improved over the course of the FR-LDP. The program did contribute positively to individual learning. Sustained effectiveness was not due solely to the development or intervention process, but also on individual objectives and action, together with supervisor interest and support.

The study provides a valid, in-depth insight into leadership in Thailand, which has practical application. However, the size of the sample may not be sufficient for broad generalizations in other cultural contexts or environments.

The study extends the understanding of how middle managers develop transformational leadership in Thailand. The study contributes to how middle managers learn what they need to know, how they get to know it and factors that influence their practice of transformational leadership in their workplace. The findings provide to organizations options on resources, talent retention and sustaining organizational performance.

Interventions to develop leadership have attracted the interest of both the professional world and academia. The latter through review papers has highlighted the need to incorporate organizational performance outcomes when evaluating the effectiveness of programs for leadership development, because they have been particularly scarce. Keeping this in mind, the purpose of this paper is to analyze the effectiveness of an intervention aimed at direct supervisors, on the basis of social skills and transformational/transactional leadership, in order to improve organizational climate (OC) perception and objective outcomes of organizational performance.

A quasi-experimental pretest-posttest design was used, with no quasi-control group. Intervention was applied to all direct supervisors (n=8) of a private company in the industrial sector, with national implementation. The intervention covered a period of two months, with a total of eight sessions. The frequency of the intervention was a weekly session of 90 minutes each. The impact was measured in their direct subordinates (n=34). The outcome variables were OC perception and various indicators of organizational performance.

The results showed a statistically significant increase, moderate-to-high magnitude (d_MR=0.38-1.21), in most sub-dimensions of OC. The various organizational performance indicators (e.g. volume of sales, positioning of the company, etc.) also showed improvements.

Results suggest that the authors’ intervention program, based on social skills and leadership, aimed to develop leadership, has an effect on organizational efficacy outcomes, such as OC perception and organizational performance. The implications of this study’s findings for HR managers are that there is a direct relation between improvement in outcomes associated with organizational effectiveness and the training of direct supervisors; this is because the leadership in the levels that deal directly with workers is responsible for carrying out the main tasks of the organization.

The overall objective of this research was to analyze the effectiveness of an intervention aimed at direct supervisors, on the basis of social skills and transformational/transactional leadership, in order to improve OC perception and objective outcomes of organizational performance.

This paper aims to present a two-decade effort to improve team functioning and patient outcomes in inpatient stroke rehabilitation settings.

The principal improvement effort was conducted over a nine-year period in 50 Veterans Administration Hospitals in the USA. A comprehensive team-based model was developed and tested in a series of empirical studies. A leadership development intervention was used to improve team functioning, and a follow-up cluster-randomized trial documented patient outcome improvements associated with the leadership training.

Iterative team and leadership improvements are presented in summary form, and a set of practice-proven development observations are derived from the results. Details are also provided on the leadership training intervention that improved teamwork processes and resulted in improvements in patient outcomes that could be linked to the intervention itself.

The practice-proven development observations are connected to leadership development theory and applied in the form of suggestions to improve leadership development and teamwork in a broad array of medical treatment settings.

This paper includes suggestions for leadership improvement in medical treatment settings using interdisciplinary teams to meet the customized needs of the patient populations they serve.

The success of the team effectiveness model and the team-functioning domains provides a framework and best practice for other health care organizations seeking to improve teamwork effectiveness.

The purpose of this paper is to provide further discussion on the role of educational support adding value by sustaining the function of capacity building in emerging countries and states in transition and development. The Asia-Pacific region is noted for being in a continuous and rapid state of change dramatically affecting both private and public institutions. One such institution involves the provision of education with specific emphasis on leadership development in the defence sector; and the on-going education and development of military personnel, civil servants and civilians from different professions, in the wider Indonesian society. This exploratory research paper highlights one bi-lateral educational initiative that has acted as a catalyst for change which was developed in partnership between the Indonesian and British governments and Cranfield University in the UK. The findings highlight a challenge to dominant western perspectives on educational provision in general and leadership development in particular; and focused on the potential for a schism between content and process issues in the provision in particular of leadership development that is not contextually situated and can be dominated by Anglo-American perspectives. Key factors including capacity building, knowledge management, the learning process and the influence of culture were identified as fundamental and integral for a more appropriate design of leadership development programmes in defence and security, within the Asia Pacific region.

Using a case study approach, it utilises one educational institution involved in the provision of education with specific emphasis on leadership development in the defence sector; and the on-going education and development of military personnel, civil servants and civilians from different professions.

The findings highlight a challenge to dominant western perspectives on educational provision in general and leadership development in particular; and focused on the potential for a schism between content and process issues in the provision of education and leadership development that is not contextually situated and can be dominated by Anglo-American perspectives.

It is a potential guide in helping practitioners in identifying, designing and implementing leadership development courses to manage the complexity of the processes of change in an international context.

Given the dearth of research on defence and security the study was prescient. This paper contributes much needed further discussion about the role leadership development interventions play in supporting capacity building in states in transition and development.