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Article
Publication date: 30 October 2007

Yabome Gilpin‐Jackson and Gervase R. Bushe

The purpose of this paper is to understand what contributes to transfer of soft‐skill, leadership training.

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Abstract

Purpose

The purpose of this paper is to understand what contributes to transfer of soft‐skill, leadership training.

Design/methodology/approach

The paper presents a literature review resulted in five broad factors that may influence transfer of leadership training. These were used to guide a qualitative, exploratory study. Interviews were conducted with 18 participants of an extensive, soft skill oriented leadership development program, along with peer observers. Where possible, quantitative analyses are used to test and confirm qualitative findings.

Findings

The results showed substantial transfer of training and suggest that actual utilization of newly learned skills is influenced differently than judgments about the value of the training. The greatest inhibitor to transfer appeared to be fear of breaking cultural norms and the most important remedy, the number of other managers who receive the training. In particular, having one's boss take the same training was strongly associated with post‐training utilization. Some kinds of social support, like encouragement and verbal praise, were associated with positive judgments of the training but not with utilization. Instead, observing others use the skills and being able to coach one another was the kind of “support” that effected utilization, which depended on colleagues and bosses also receiving the training.

Research limitations/implications

As an exploratory case study, the study lacks a large sample and the kind of methodology that could prove the validity of the findings.

Practical implications

A number of implications for training managers wanting to ensure their leadership development programs have real impact are discussed. In particular, the study points to a need to plan for rapid diffusion of the training and for cultural change processes in parallel with leadership development courses.

Originality/value

The paper meets a need for empirical investigation of factors associated with transfer of soft skills into the workplace, as called for by researchers like Cheng and Ho. It identifies differences in what impacts judgments of value versus what actually impacts transfer. It also identifies how changing leadership behavior is as much a cultural intervention as a change in skill sets.

Details

Journal of Management Development, vol. 26 no. 10
Type: Research Article
ISSN: 0262-1711

Keywords

Article
Publication date: 10 June 2021

Victoria Liu, Rita Whitford and Karim F. Damji

The purpose of this paper is to evaluate leadership training in the Sandwich Glaucoma Fellowship (SGF), a program in which fellows learn skills in a developed world institution…

Abstract

Purpose

The purpose of this paper is to evaluate leadership training in the Sandwich Glaucoma Fellowship (SGF), a program in which fellows learn skills in a developed world institution and their home country to become leaders in glaucoma care.

Design/methodology/approach

This paper is a retrospective, qualitative and quantitative evaluation. Participants of the SGF between 2007 and 2019 were provided a survey eliciting demographic information, leadership training exposure, development of leadership competencies and feedback for the fellowship program.

Findings

Seven of nine alumni responded. The fellowship strongly impacted leadership competencies including integrity (8.8, 95% CI 7.8–9.8), work ethic (8.64, 95% CI 7.7–9.6) and empathy (8.6, 95% CI 7.7–9.5). A total of 85% of alumni indicated positive changes in their professional status and described an increasing role in mentorship of colleagues or residents as a result of new skills. Lack of formal leadership training was noted by three respondents. Informal mentorship equipped fellows practicing in regions of Sub Saharan Africa with competencies to rise in their own leadership and mentoring roles related to enhancing glaucoma management. Suggested higher-order learning objectives and a formal curriculum can be included to optimize leadership training catered to the individual fellow experience.

Originality/value

Leadership is necessary in health care and specifically in the context of low- and middle-income countries to bring about sustainable developments. The SGF contains a unique “Sandwich” design, focusing on the acquisition of medical and leadership skills. This evaluation outlines successes and challenges of this, and similar fellowship programs. Other programs can use a similar model to promote the development of skills in partnership with the fellows’ home country to strengthen health-care leaders.

Details

Leadership in Health Services, vol. 34 no. 3
Type: Research Article
ISSN: 1751-1879

Keywords

Open Access
Article
Publication date: 12 January 2023

Julia Krampitz, Julia Tenschert, Marco Furtner, Joachim Simon and Jürgen Glaser

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.

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Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Details

Journal of Workplace Learning, vol. 35 no. 9
Type: Research Article
ISSN: 1366-5626

Keywords

Open Access
Article
Publication date: 25 May 2021

Susanne Tafvelin, Henna Hasson, Karina Nielsen and Ulrica von Thiele Schwarz

In previous studies, outcomes of leadership training have varied, with some studies suggesting large effects and others small. Although the transfer of training literature…

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Abstract

Purpose

In previous studies, outcomes of leadership training have varied, with some studies suggesting large effects and others small. Although the transfer of training literature suggests a number of factors that influence training outcomes, this knowledge has seldom been used when evaluating the outcomes of leadership training. The purpose of the present study is therefore to examine how factors related to transfer of training influence outcomes of leadership training.

Design/methodology/approach

In the present research, follower-rated outcomes of a leadership training program in Denmark (N = 298) was examined from a transfer of training perspective.

Findings

Using Baldwin and Ford's transfer of training model as a framework, analyses revealed that leaders' utility reactions (i.e. perception of usefulness) and learning were linked to transfer of training. In addition, leaders' perceptions of transfer were associated with post-intervention follower-rated transformational leadership and collective self-efficacy.

Practical implications

Making sure that leaders find the training useful for their everyday activities (i.e. positive utility reactions) and that they have time to learn the training content is important to enable transfer and for leaders to use trained skills back at work.

Originality/value

The findings indicate the importance of understanding how leaders' perception of training content influences leadership training outcomes and that these perceptions need to be a part of the evaluation of leadership training. In addition, the findings suggest that factors predicting transfer of leadership training differ from other types of training.

Details

Leadership & Organization Development Journal, vol. 42 no. 6
Type: Research Article
ISSN: 0143-7739

Keywords

Article
Publication date: 19 June 2019

Amy Yong, Maree Roche and Anna Sutton

Previous studies have demonstrated that an autonomy-supportive supervision style is associated with improved well-being and positive behaviours for supervisees. However…

Abstract

Purpose

Previous studies have demonstrated that an autonomy-supportive supervision style is associated with improved well-being and positive behaviours for supervisees. However, autonomy-supportive training (AST) has yet to be tailored to suit supervisors in low-skilled occupations for whom traditional pedagogical approaches may be inappropriate. The purpose of this paper is to describe the development and preliminary evaluation of AST for these supervisors, using self-determination theory (SDT) and andragogical principles of adult learning.

Design/methodology/approach

SDT and andragogical principles were systematically integrated to develop (a 3 h) AST programme. The training sessions were trialled with 11 first-line supervisors in New Zealand as a preliminary evaluation of AST. The evaluation used open-ended questions following Kirkpatrick’s evaluation model and incorporated the trainer’s reflections.

Findings

Supervisors found AST relevant, easy to understand and suited to their approach to learning. Trainer’s reflections also provided insight into the challenges in conducting such training for supervisors in low-skilled occupations and the article makes suggestions to address these challenges.

Research limitations/implications

AST can be successfully tailored to first-line supervisors, indicating that an autonomy-supportive style of leadership is relevant for those employed in low-skilled occupations. This initial evaluation provides a foundation for future studies to conduct higher-level assessment of AST.

Practical implications

AST can be utilised to provide first-line supervisors with access to improved leadership development opportunities. Challenges of conducting this kind of training programme in a context of low-skilled occupations are addressed and recommendations made for organisations and trainers.

Originality/value

This study is novel as it demonstrates the development of AST, a leadership skills training, tailored to suit the needs of an understudied group, supervisors in low-skilled occupations.

Details

Industrial and Commercial Training, vol. 51 no. 5
Type: Research Article
ISSN: 0019-7858

Keywords

Article
Publication date: 6 November 2018

Nida’a K. AbuJbara and Jody A. Worley

This paper aims to highlight the importance of soft skills for leadership and offers recommendations for soft skill development training for the next generation of leaders.

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Abstract

Purpose

This paper aims to highlight the importance of soft skills for leadership and offers recommendations for soft skill development training for the next generation of leaders.

Design/methodology/approach

An integrated review of current research literature was conducted on management, leadership and soft skills to develop recommendations for integrating the development of soft skills in leadership development training protocol.

Findings

A one-size-fits-all approach does not work for soft skills development or measurement. Each soft skill is defined differently and should be assessed based on different behavioral actions. Progress in this area of measurement development will make a great impact on the use of soft skills. The development of assessment tools for the different soft skills across professional disciplines is assumed to enhance other aspects of transformational leadership such as coaching and mentoring.

Research limitations/implications

Current strategies for the assessment and measurement of soft skills present an obstacle for including these skills in current leadership training models.

Practical implications

The paper includes implications for the development of soft skills for the next generation of leaders and offers recommendations for integrating the development of soft skills in leadership training programs.

Originality/value

This paper fulfills an identified need to study how soft skills can be measured and assessed. This is important given that specific skills vary across professional disciplines and organizational contexts.

Details

On the Horizon, vol. 26 no. 3
Type: Research Article
ISSN: 1074-8121

Keywords

Book part
Publication date: 5 October 2023

Susanne Sandberg, Igor Laine, Gesine Haseloff, Andreea I. Bujac and John E. Reilly

This chapter proposes authentic leadership as a generic competence and an integral part of doctoral education regardless of field of study. The authors explore its potential to…

Abstract

This chapter proposes authentic leadership as a generic competence and an integral part of doctoral education regardless of field of study. The authors explore its potential to enhance the development of doctoral candidates and academics and search for answers to the questions: Can and should authentic leadership be developed as a generic competence in doctoral education? How can it be designed and implemented in a doctoral training module? What would its learning outcomes be? The authors address these questions in the context of doctoral education. They assert that authentic leadership training should be mandatory for all doctoral candidates, and that supervisors should be actively engaged in the development of this underappreciated transferrable skill.

Article
Publication date: 28 June 2022

Anggia Sari Lubis, Prihatin Lumbanraja, Yeni Absah and Amlys Syahputra Silalahi

The purpose of this paper is to analyze the influence of factors that affect human resource competency (HRC) 4.0, employee readiness for transformational change as well as…

Abstract

Purpose

The purpose of this paper is to analyze the influence of factors that affect human resource competency (HRC) 4.0, employee readiness for transformational change as well as analyzing the mediating and moderating factors that influence the relationship of factors such as soft skills training and individual characteristics on employee readiness for transformational change and HRC 4.0.

Design/methodology/approach

This research is a quantitative research with descriptive statistics. The analytical tool used is a structural equation model of partial least squares (PLS). This research was conducted at five Bank Indonesia Offices in Aceh and North Sumatra Provinces. Using a proportional random sampling technique, 200 respondents of employees were selected.

Findings

The results of this study are as follows: (1) both soft skill training and individual characteristics have a significant effect on HRC 4.0; (2) HRC 4.0, soft skill training and individual characteristic have a significant on employee readiness for transformational change; (3) soft skill training has significant effect on employee readiness for transformational change through HRC 4.0; (4) individual characteristic has a significant effect on employee readiness for transformational change through HRC 4.0; (5) the effect of HRC 4.0 on employee readiness for transformational change moderates by transformational leadership; (6) the effect of HRC 4.0 on employee readiness for transformational change moderates by employee commitment to change.

Originality/value

This research contains valuable novelty, which is a new concept of HRC 4.0 that is linked to soft skill training and individual characteristics variables, and employee readiness for transformational change. Furthermore, transformational leadership and employee commitment variables have significant effect in moderating the influence off HRC 4.0 on employee readiness for transformational change.

Details

Journal of Organizational Change Management, vol. 35 no. 4/5
Type: Research Article
ISSN: 0953-4814

Keywords

Article
Publication date: 16 June 2022

Mercedes Mareque, Elena de Prada and Margarita Pino Juste

This study aims to delve deep into the differences observed in leadership acquisition and development between men and women and analyse the impact of certain extra-curricular…

Abstract

Purpose

This study aims to delve deep into the differences observed in leadership acquisition and development between men and women and analyse the impact of certain extra-curricular activities demonstrated to influence leadership acquisition. With this evidence, this study intends to detect areas that require deeper analysis and suggest actions to redress the balance and promote a more egalitarian leadership in education in both teaching and management positions.

Design/methodology/approach

Accidental, as opposed to random, sampling was used via a cross-curricular study with a quasi-experimental design. The participants in this study were 335 teacher training students in Spanish universities. The Teamwork Skills Questionnaire was used to evaluate leadership and a self-assessment questionnaire to measure extracurricular activities.

Findings

Female students score lower in leadership skills and are engaged in fewer activities associated with successful leadership skills development. Very few students receive any training on leadership, with even fewer female than male students. Furthermore, the practice of certain extra-curricular activities can boost leadership skills. It has also been noted that these activities are carried out in different ways, depending on student gender.

Originality/value

This study has two points of focus: the level of leadership among education students, differentiating between male and female students, and the impact of certain extra-curricular activities carried out during the academic year, which have proven to have a considerable effect on the development of leadership skills.

Details

Gender in Management: An International Journal , vol. 37 no. 8
Type: Research Article
ISSN: 1754-2413

Keywords

Article
Publication date: 26 June 2009

Robert E. Wood, Jens F. Beckmann and Damian P. Birney

The purpose of this paper is to consider how simulations are increasingly used in training programs for the development of skills such as leadership. However, the requirements of…

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Abstract

Purpose

The purpose of this paper is to consider how simulations are increasingly used in training programs for the development of skills such as leadership. However, the requirements of leadership development go beyond the development of task specific procedural knowledge or expertise that simulations have typically been used to develop. Leadership requires flexibility in the application of knowledge developed through simulations and the creation of linkages to behavioral execution skills needed to utilize that knowledge effectively in real world settings.

Design/methodology/approach

The successful acquisition of flexible expertise and the related execution skills requires instructional techniques that manage cognitive load, delay automatization of responses, and provide diversity in simulated experiences to ensure richness of the mental models developed while working on simulations. The successful transfer of that knowledge to real world settings requires supplemental instructional techniques that link the use of the mental models developed on simulations to the contexts and behavioral requirements of the trainees' roles in real world settings.

Findings

If simulations are going to be used effectively for the development of dynamic skills such as leadership there is a need to go beyond their traditional use. The execution of leadership skills requires flexible expertise. The successful acquisition of rich schemata and versatile mental models as the goal of leadership development programs calls for instructional techniques that also facilitate the successful manifestation of flexible expertise.

Originality/value

The paper shows that, when embedded in deliberative processing, application of knowledge developed though simulations and the creation of linkages to behavioral execution skills facilitates successful performance in complex and dynamic real world challenges.

Details

Education + Training, vol. 51 no. 5/6
Type: Research Article
ISSN: 0040-0912

Keywords

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