Learning To Lead The Art Of Transforming Managers Into Leaders

Developing responsible, self-aware management: An authentic leadership development program case study

Limited research exists that assesses the transfer of leadership learning from an undergraduate leadership program into alumni work environments. This study explored alumni’ valuation of an undergraduate leadership program by gaining an understanding of what leadership learning and leadership behaviors transferred into work environments. The participants were alumni that graduated from the same university in the southeastern United States, and while enrolled completed a four-year, co-curricular leadership program. Eight participant alumni engaged in semi-structured interviews as well as completed the Leadership Practices Inventory. The findings indicated that specific leadership learning did effectively transfer to work environments, and program alumni were frequently engaged in the Five Practices of Exemplary Leadership at work to some degree. When developing leadership programs, practitioners may consider incorporating similar programmatic attributes and leadership learning deemed valuable by program alumni.

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Exploring Alumni Valuation of an Undergraduate Leadership Program.

To review the impact of the clinical leadership programme, in enabling the Darzi Fellows to lead change projects in health and care services, and to secure quality healthcare in the NHS beyond the lifetime of the programme A longitudinal empirical investigation of clinical leaders (n=80) over an eight-year period was framed through an Activity Theory-driven research methodology using a mixed-methods approach Activity theory illuminated how change was sustained in the NHS in London through the Darzi Clinical Leadership Fellowship By any reasonable measurement, this programme excels, with learning and positive behavioural change sustained after the Fellowship across the NHS Further recognition is needed of the continuing development needs of Fellows as they take on more responsible leadership roles in their careers Darzi fellows are a hard-to-reach group The sample represents a response rate of 34% 77% emanated from cohorts 5 to 8 programmes The investment in a clinical leadership programme focused on systems leadership for quality generates value for the NHS Countless interventions flowed through London’s healthcare community and beyond as a result of the Fellowship This research exposed how Darzi Fellows continue to lead innovation for alternative healthcare outcomes Many proactive Fellows employ a suite of learned skills and capabilities, to lead systemic change This research is the first known longitudinal clinical leadership development study undertaken The Darzi programme has created a unique clinical network of mutually supportive, team-centric systems thinkers and doers, with an evidence-based approach to systems change Many Fellows are catalysing sustainable change in the healthcare environment

Darzi Clinical Leadership Fellows: an activity theory perspective

Organizations continually try to improve the level of leadership capability and increase the number of qualified successors for leadership positions by supporting leadership development (LD) training program. This qualitative research explores the influence and impact of Saudi Vision 2030 in developing potential and existing leaders to succeed as leaders and support the realization of Saudi Vision 2030. The study is conducted to bridge the gap and highlight the influence and impact of Saudi Vision 2030 in LD. Analyzing the influence of Saudi Vision 2030 in LD will significantly help HR leaders to assess, identify, and evaluate the needs of LD programs in the organization. The study is aimed at two main objectives: First, identifying the LD programs in light of Saudi Vision 2030. Second, assessing the impact of LD programs in achieving the goals of Saudi Vision 2030. A purposeful sample of seven participants is drawn from semi-structured interviews conduced by a researcher from Oil & Gas Company at Saudi Arabia. The results provide evidence that LD programs are essential. The results provide evidence that designing and implementing LD programs to fill a leadership gap is productive. The study supports the influence and impact of Saudi Vision 2030 in LD, by the expansion and implementation of LD programs in the Saudi labor market. Participants who pursued LD opportunities indicated the importance of institutional involvement in LD programs.

The Role and Impact of Saudi Vision 2030 in Leadership Development

This qualitative study explored the leadership development outcomes associated with specific experiences in a one-year, intensive leadership development program at a large northwest research university. Students highlighted three programmatic experiences for their effectiveness: (a) faculty mentoring, (b) participation in a weekly seminar, and (c) experiential learning through sustained community involvement. As students discussed these experiences, they identified building relationships, gaining a deeper understanding of leadership, exposure to new experiences, and increased communication skills as outcomes associated with having a mentor. When discussing the interactive seminars, students articulated collective growth, increased self-awareness, improved reflection skills, and a deeper understanding of leadership as outcomes of seminar participation. For the experiential learning component, students identified outcomes associated with being pushed out of their comfort zones, improving networking skills, awareness of the value of community involvement, and relationship skill building. Conclusions and recommendations are discussed for the application of these experiences in leadership education.

/pdf/linking-experiences-and-outcomes-within-a-postsecondary-51medpobwe.pdf

Linking Experiences and Outcomes within a Postsecondary Leadership Development Program.

Exploring Leadership Development Through Community‐Based Experiences

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Linking Experiences and Outcomes within a Postsecondary Leadership Development Program.

Exploring Leadership Development Through Community‐Based Experiences