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Leadership training has led to a large amount of research due to the belief that such training can lead to (or more precisely cause) positive changes in followers’ behavior and work performance. This chapter describes some of the conditions necessary for research to show a causal relationship between leadership training and outcomes. It then describes different research designs, employed in leadership training research, and considers the types of problems that can affect inferences about causality. The chapter focuses on the role of randomization of leaders (e.g., into training vs. non-training conditions) as a key methodological procedure and alludes to problems of achieving this in field settings.

In the present study an art-based leadership intervention has been evaluated in comparison to a conventional leadership development program. The purpose of this paper is to explore effects on two aspects of personality, namely Sense of Coherence and Agreeableness, as well as on two aspects of leadership behaviors evaluated by subordinates – Laissez-faire and Capacity to Cope with stress.

Participating leaders were randomized to two-year-long leadership programs, with follow-up at 12 and 18 months. The art-based program built on an experimental theater form, a collage of literary text and music, followed by discussions. The comparison program utilized more conventional pedagogical methods.

Leaders in the art-based group, compared to the leaders in the conventional group, showed a significant improvement in Sense of Coherence (stress resilience) and Agreeableness (pro-social behavior). Likewise, the leaders receiving art-based intervention showed a significant improvement in leadership behavior evaluated by subordinates; Laissez-faire decreased (increased responsibility) and Capacity to Cope with stress increased, while the opposite was found in the leaders in the conventional group.

This study represents a new, cross-disciplinary approach. To the knowledge, previous research has not attempted a comparison between art-based leadership approach and a more conventional education. The art-based intervention seems to be more effective in stimulating long-term favorable changes in leaders’ behavior than the conventional program. These positive findings are consistent with earlier findings from this research regarding improved neurobiological resilience and mental health in subordinates of the leaders receiving art-based intervention.

This meta-analysis aims to verify the efficacy of occupational health and safety (OHS) training in terms of knowledge, attitude and beliefs, behavior and health.

The authors included studies published in English (2007–2014) selected from ten databases. Eligibility criteria were studies concerned with the effectiveness of OHS training for primary prevention of workplace injury; and studies focused on examined outcome related to OHS.

The selected studies (n = 28) highlighted a strong support for the effectiveness of training on worker OHS attitudes and beliefs and, to a lesser extent, on worker’s knowledge but only medium for behavior and small evidences for its effectiveness on health.

Future research should more deeply investigate the efficacy on knowledge increase of trainings delivered by experts and researchers, applying different methods, in a small group; training delivered by peer and by researcher, applying different methods; and trained workers less than 29 years and more than 49 years old, considering that workers in these age groups are particularly vulnerable to fatalities.

Our study is a contribution for those they intend to grant effective training, in response to specific needs of OHS. The evidences presented could be considered a first step to identify the factors related to the efficacy of OHS training to plan adequate interventions.

The OHS training is effective on the basis of the extent interventions are carried out for each specific learning outcome.

This meta-analysis suggested that classroom training, although the most used and studied, does not ever revealed itself very effective: it was not significant for outcomes in terms of knowledge and showed a decreasing efficacy for attitudes and beliefs, behaviors and health. It seemed that there was a distinction between interventions on knowledge, attitudes and beliefs, as opposed to behavioral interventions and health.

In the light of experience, traditional ways of using the technique of brainstorming are examined. Flaws in the technique include dominance, fixation, inhibition, lack of structure and noise. Describes a method that has been devised which involves randomization, small group working and managed convergence towards better ideas, solutions, designs or products. The technique is not time‐constrained and is carried out in a relaxed atmosphere, conducive to producing a higher quality result.

Single-party regimes increasingly use Subnational Performance Assessments (SPAs) – rankings of provinces and districts – to improve governance outcomes. SPAs assemble and publicize information on local government performance to facilitate monitoring and generate competition among officials. However, the evidence are sparse on their effects in this context. The authors argue that built-in incentive structures in centralized single-party regimes distort the positive impact of SPAs.

The staggered rollout of the Vietnam Provincial Governance and Public Administration Performance Index (PAPI) created a natural experiment. Due to 2010 budget constraints, the first iteration of the PAPI survey covered only 30 of Vietnam’s 63 provinces before covering all in 2011. The PAPI team used matching procedures to identify a statistical twin for each province before randomly selecting one from each pair. The authors use randomization inference to compare the outcomes of these control and treatment groups in 2011.

Exposure to PAPI helped improve almost all aspects of governance; however, significant evidence of prioritization bias exist. The positive effects only persisted for the dimension of administrative procedures, which was the one area of governance that was prioritized by the central government at the time. Other dimensions only registered short-term effects.

Our study provides an examination of the impact of SPAs in a single-party regime context. In addition, the authors leverage the natural experiment to identify information effects causally. The authors also look past short-term effects to compare outcomes for five years after the treatment occurred.

This study assessed the effectiveness of training leaders in behaviors that satisfy meeting attendees’ psychological needs for autonomy, competence, and relatedness. Three managers who regularly lead meetings with their work- groups participated in the study. The study used a research design of multiple baselines across groups and began with baselines ranging over three to five meetings. Group leaders then received a session of behavioral skills training with a role-play component, followed by post-training assessment over three to five meetings. The final assessment occurred one month later. Leaders reported the number of recommended leader behaviors they used prior to training and at subsequent meetings. Group members anonymously completed ratings of (1) the extent of their psychological need satisfaction, (2) their satisfaction with each meeting, and (3) how productive each meeting was. Meeting leaders showed significantly more use of the recommended behaviors after training than before training. Member ratings indicated a significant increase in need satisfaction, satisfaction with meetings, and meeting productivity after the training of their leader. Significant positive effects remained at a one-month follow-up. The findings show that training leaders in needs-focused behaviors to use in running meetings can be used to satisfy attendee-needs and to improve meeting satisfaction and productivity.

The purpose of this paper is to present findings from a mixed methods study investigating leadership development of allied health practitioners within a large public healthcare organization in Australia.

The South Eastern Sydney Local Health District Allied Health Leadership Development Program was undertaken with an allied health cohort (n=16) between May 2014 and March 2015 and comprised all-day workshops, action learning sets and individual coaching. Using experiential learning, the program tested whether practice development methods and action learning approaches developed the leadership skills of participants compared with a control group (n=17). Descriptive statistics were collected to evaluate participant and program outcomes. Leadership, workplace culture and engagement measures were analyzed as part of the study.

The Allied Health Leadership Development Program received high ratings by participants. They reported enhanced skills in leading self and others through mechanisms such as critical reflection and facilitation, and greater confidence managing change and with engaging staff, colleagues and patients in decision making, affecting the quality and safety of healthcare. Statistically significant differences were found with transformational leadership elements, leadership outcomes, and measures of workplace culture and engagement after program completion for intervention group participants, compared with the control group.

Results provide new empirical evidence about the effectiveness of using practice development for allied health leadership development.

This low-cost leadership program can be replicated by other organizations.

Outcomes from an Allied Health Leadership Development Program have not been previously reported in the literature.

This study aims to compare nurses’ authentic leadership and perceptions of the safety climate and concepts association according to different areas of work and types of hospitals.

A cross-sectional design was used to conduct this comparative study on 314 Jordanian nurses. The Authentic Leadership Questionnaire (ALQ) and the Safety Climate Survey (SCS) were used.

Nurses in private hospitals were more educated. True leadership was mild. Unit nurses had higher ALQ and subscale mean scores. Armed forces hospitals had the highest ALQ subscales, while governmental hospitals had the lowest. The ALQ mean scores favored military hospitals. Governmental hospitals have a negative safety climate. Unit nurses had a higher SCS mean than ward nurses. Military, governmental and private hospitals are rated the safest. Nurses benefited from higher SCS scores in military hospitals. Nurses’ ALQ and safety climate perceptions were moderately positive.

A larger, randomized and equal-sized sample is recommended in future studies to conclude different areas of work and hospitals. It is also recommended to report the confidence interval in further studies using different statistical methods, increasing confidence when interpreting statistical significance variables. Other mediating, moderating and predicting variables could be studied and compared across different areas of work and types of hospitals. Sample characteristics should be handled as confounding variables in the next planned study using various ways to control confounding variables such as randomization, restriction, matching, regression and statistical control. The authors plan to statistically control for the confounding variables by entering them into the regression model. Future studies could investigate safety culture; both safety culture and safety climate are formative and inclusive terms (Experts Insight, 2017).

This paper fills in the gap in the literature and practice. Authentic leadership is associated with safety climate perceptions and varies across different areas of work and hospitals. Interventions are required to improve safety climate perceptions and promote authentic leadership in all settings and hospitals. Military hospitals ranked the highest in nurses’ perceptions of authentic leadership and safety climate.

The current study’s favorable association between authentic leadership and safety climate measurement would apply to many high-risk institutions, including public and private hospitals. It becomes necessary to include the impacts of authentic leadership on the safe climate within the nursing curriculum and continuing education courses. This may be put into action by executing a hands-on activity, followed by information and reflection conversations that highlight the link between authentic leadership and safety climate measurement. According to the findings of this study, authentic leadership appears to be a basic block in making a difference in nurses’ views of safety climate.

Authentic leadership style is a relatively new concept in the health-care sector, and its link to safety climate security still needs empirical evidence. It is still unclear how leadership resulted in more effective outcomes (Maziero et al., 2020). Few studies investigated both the concepts of authentic leadership and the nursing safety climate (Dirik and Intepeler, 2017; Lee et al., 2019a; Woo and Han, 2018). Aside from the scarcity of studies, no study has compared “working area,” “department” or “hospital type” concepts. Few comparative studies have been conducted using concepts of interest. For example, authentic leadership was linked to empowerment and burnout (Laschinger et al., 2013) and nurses’ satisfaction with safety climates (Vatani et al., 2021). No research has examined authentic leadership in Jordan’s nursing and health-care context. Few studies focused on the safety climate other than authentic leadership (Abualrub et al., 2012) or the safety culture in Jordan rather than the safety climate (Khater et al., 2015).

The purpose of this paper is to describe the emergence of school-based, secular, mindfulness-based interventions (MBIs) for educators and students that aim to cultivate mindfulness and its putative benefits for teaching, learning, and well-being.

The paper has four sections: (a) a description of indicators of increased interest in mindfulness generally and in education; (b) substantive and functional definitions of mindfulness; (c) rationales for the potential value of mindfulness for teaching, learning, and well-being; and (d) a review of extant research on MBIs for teachers and students in schools.

On the basis of this review, it is concluded that school-based MBIs represent a promising emerging approach to enhancing teaching, learning, and well-being in schools; but that more research, with more rigorous study designs and measures, need to be done to establish the scientific validity of the effects of school-based MBIs for teachers and students alike.