Search results

The purpose of this paper is to identify the different leadership development techniques used to develop leaders from the human resource development (HRD) and performance improvement (PI) literature, and to categorize the development techniques using Garavan et al.’s (2015) multifaceted typology of development where development has recently emerged in the literature as a “central and important process” (p. 360).

This literature review followed the guidelines for an integrative literature review presented by Torraco (2005) and Imel (2011). This literature review was a freestanding literature review designed to provide directions for future research and development within the HRD discipline.

This literature review categorized over 500 leadership development techniques and mapped them with previously identified leadership capacities into Garavan et al.’s (2015) development typology. Once mapped, the authors were able to identify the most common leadership capacities and related development techniques for each development domain in the typology.

This research provides a tool for identifying required leadership capacities and development techniques that could be used by scholars and scholar-practitioners to conduct further research, as an aid in designing future leadership development programs and as instructional materials in the classroom.

Leadership is becoming a shared construct in today’s literature. Leadership as a shared construct has multiple shareholders, both internal and external of the agent. To better meet the needs of these shareholders, this research provides tools for the scholar and scholar-practitioner for leadership development that can be catered to one’s needs – as opposed to a one-size fits all strategy.

This paper highlights the HRD and PI literature, and provides a pragmatic tool for leadership development. This tool can be used by scholars for future research and for testing, as well as by scholar-practitioners for designing future leadership development programs.

This special “Anbar Abstracts” issue of the Leadership & Organization Development Journal is split into four sections covering abstracts under the following headings: Culture, Change and Intervention; Management Styles and Techniques; Leadership and Decision; Communications.

This special “Anbar Abstracts” issue of the Journal of Management Development is split into six sections covering abstracts under the following headings: General; Executive Development; Management Education; Management Skills Training; Management Development Techniques; Career Management and Succession Planning.

The purpose of this paper is to develop a clear answer to the question “how is leadership developed?” This research utilized the knowledge of leadership development experts and their collective expertise to identify the critical elements required for a high-quality leadership development program.

The Lockean Inquiring System approach to the Delphi technique was used to solicit the views of experts in leadership and leadership development from around the world. Experts for Round 1 of the Delphi were drawn from a random sampling of 100 people, comprising leadership researchers, coaches, and organizational leaders, not personally known to the lead researcher of this project, but in his LinkedIn network. A response rate of 13 percent (n=13) yielded a rich range of qualitative data. Responses from the first round of the Delphi were analyzed using open coding and categorized into four themes, representing four sets of competencies required of leaders.

The four themes were labeled as contextual, human capital, social capital, and structural capital, all of which were seen by participants as being central to the development of collective leadership. Based on these themes, this paper identifies a useful list of key leadership development tactics from which those wishing to develop a leadership program can work.

As the first round of a Delphi study, the authors are limited to presenting only the key elementary empirical judgments. Subsequent study with an expanded sample size and a refined set of questions rooted in the current data will contribute further to the development of factual propositions related to leadership development for the twenty-first century. The Delphi survey is a “snapshot” approach and presents a holographic-type image of the complex whole. The authors plan to triangulate the data by significantly expanding the pool of Delphi experts and conducting the Round 1 survey a second time with a larger international group of respondents that fit the criteria of expert.

This paper presents four dimensions of an effective leadership development strategy.

Core elements of the best methods for leadership development have been identified by leadership development experts, which serve as a basis for developing leadership as a collective, and for further research.

This special “Anbar Abstracts” issue of the Leadership & Organization Development Journal is split into four sections covering abstracts under the following headings: Culture, Change and Intervention; Management Styles and Techniques; Leadership and Decision; Communications.

The purpose of this study was to explore the experiences and impact of peer-to-peer shadowing as a technique to develop nurse middle managers’ clinical leadership practices.

A qualitative descriptive study was conducted to gain insight into the experiences of nurse middle managers using semi-structured interviews. Data were analysed into codes using constant comparison and similar codes were grouped under sub-themes and then into four broader themes.

Peer-to-peer shadowing facilitates collective reflection-in-action and enhances an “investigate stance” while acting. Nurse middle managers begin to curb the caring disposition that unreflectively urges them to act, to answer the call for help in the here and now, focus on ad hoc “doings”, and make quick judgements. Seeing a shadowee act produces, via a process of social comparison, a behavioural repertoire of postponing reactions and refraining from judging. Balancing the act of stepping in and doing something or just observing as well as giving or withholding feedback are important practices that are difficult to develop.

Peer-to-peer shadowing facilitates curbing the caring disposition, which is essential for clinical leadership development through unlocking a behavioural repertoire that is not easy to reveal because it is, unreflectively, closely knit to the professional background of the nurse managers. Unlike most leadership development programmes, that are quite introspective and detached from context, peer-to-peer shadowing does have the potential to promote collective learning while acting, which is an important process.

To improve understanding of mentoring and other leadership development practices in health care organizations, focusing on three questions: What has been done? What is being done? What should be done?

First, 160 key informant interviews explored mentoring and leadership development practices in health care between September 2003 and December 2004. Second, all US hospital chief executives were surveyed between August‐December 2004 (844 respondents) and asked about mentoring and leadership development.

No interviewed executives and fewer than one‐quarter of chief executive respondents reported participating in formal mentoring programs as a protégé. Nearly one in three executives surveyed reported that a formal mentoring program was available within their organizations; however, only three key informants described programs in existence longer than five years. Issues such as assuring senior leadership support, sustaining budgetary commitment, and dedicating qualified personnel were all reportedly important for health care organizations striving to design and implement mentoring and other leadership development practices.

While limited by a modest response rate within a chief executive population, survey results highlight the importance of mentoring in framing perceptions about leadership development. Future research should attempt to better understand how perspectives guide program development decisions.

By considering opportunities to use mentoring to help employees advance, organizations can build investments in leadership development, ideally helping under‐represented groups to attain higher management ranks.

This paper is among the first to combine qualitative and quantitative methods to explore mentoring and leadership development in health care organizations.

This special “Anbar Abstracts” issue of the Industrial and Commercial Training is split into six sections covering abstracts under the following headings:Education/Graduates/Students; Training/Learning Techniques; Skills Training; Management Development; Career/Human Resources Development; Training Technology.

In order to respond to the many challenges that confront them, organizations must assist their leaders to develop their personal and professional strengths. The development of leaders and leadership involves more than just the development of knowledge and must become an integral part of the organizational culture so as to also develop know-how and soft skills. Accordingly, programs have been created that are based on collaborative learning and the contextualization of the various issues demanding resolution, all with a view to developing leadership capable of surpassing the limitations of current management methods. To demonstrate how these programs can influence leadership, this article proposes a theoretical review of leadership, viewed as an ongoing process and then presents three proven development programs: coaching, mentoring and action learning.

Similar to religion, spirituality is considered a private affair along with issues of faith, hope, and love (Palmer, 1998). American public education has been reluctant to address such issues due to our cultural norm of “separation of church and state” (Love and Talbot, 2000, p. 1) yet the American Council for Education calls upon higher education to provide students ways to explore their personal values, world beliefs, and spirituality (Chickering et al., 2006; Dalton and Crosby, 2006). As such, the purpose of this paper is to explore student leaders’ perspectives on how leadership development activities influenced their sense of spirituality.

A qualitative case study design was used to explore responses from ten student leaders who completed a leadership development program in the Spring 2015 at a public four-year institution. As part of the leadership development program, students were paired a peer mentor while they completed leadership workshops, a reflection paper, self-assessment, and an ongoing community service project painting murals with individuals who have intellectual disabilities. Participants were from various majors and religious backgrounds and had completed the leadership development program two months prior to their participation in this study.

Findings revealed that leadership workshops, self-assessment, reflections, peer-to-peer mentorship, and an ongoing shared community service project, influenced students’ perspectives of spirituality and their leadership identity. Student leaders both did and did not differentiate the developmental process of leadership from the spiritual development process, defining both as cognitive and emotional development deeply grounded in self-awareness. Study participants shared that through self-reflection, developing their inter and intra personal skills through conducting service, shaped their understanding of their spiritual identity and developed their sense of self.

Study results are not generalizable but provide insight into the experiences and perceptions of student leaders on two hard-to-define topics: spirituality and leadership. The order of the interview questions may have influenced the thought process leading up to student’s responses connecting spirituality and leadership concepts. Another limitation is that the leadership activities were designed and coordinated by the lead investigator. Hence, there may be findings that were influenced by the investigators’ personal beliefs about leadership. Study participants may have also felt more comfortable discussing their beliefs about spirituality because of their familiarity with the lead investigator.

Results support the notion that non-faith based public institutions may intentionally support the spiritual development of students through the context of leadership development program activities. Approaching spiritual and leadership development through Baxter Magolda’s (2009) theory of self-authorship allows students to experience new activities coupled with personal self-reflection, to deepen their self-understanding, compassion for others, and self-awareness. This learning is an ongoing process that expands as students engage in contemplative practices such as mindfulness training provided through leadership workshops, self-reflection, and peer-to-peer interactions and self-assessment.

This case study illustrates that intentionally designed and implemented leadership development programs may cultivate both the spiritual and leadership identities and behaviors of students. Also, this study reveals that spirituality and leadership are not mutually exclusive processes because both are deeply rooted in connecting to our community, connecting to our greater purpose and our higher consciousness about who we are and how we treat others. Hence, this work may support educators develop more compassionate and empathetic students who are agents of positive social change.

This qualitative case study suggests a new framework for public institutions to support students’ leadership and spiritual development through the theoretical framework of self-authorship. As such, educators can stop being fearful about discussing religion, spirituality, and matters of the heart if they use this framework to design leadership developmental activities.