Bridging the leadership gap

Leadership development practice bundles and organizational performance: The mediating role of human capital and social capital

Cross-cultural researchers study, in most cases, transfer of leadership development (LD) theory, research and practices from the USA to other country contexts. Less attention is paid to the development of indigenous models of leadership development in country-specific contexts. We address this gap by examining emerging leadership development practices in India. This chapter reviews scholar-practitioner literature on: (a) leadership development theories and models as applied to the specific context India and (b) emerging practices in leader and leadership development in India. We present implications for future research and practice in leader and leadership development.

Introduction Developing professional leadership skills is one of the workforce development goals of the International Pharmaceutical Federation1. Leadership is identified as an essential domain in advanced practice curricula for pharmacists in the United Kingdom2. The National Health Service People Plan recognises that leadership training and development can maximise productivity and shape a positive culture, which is essential for provision of 21st century healthcare3. However, leader and leadership development remain under-researched within the pharmacy profession. Aim To describe pharmacist leadership training experience and perceptions of barriers and drivers to leader and leadership development. Methods An online survey was developed, piloted, and distributed to 105 pharmacists at a single, tertiary care, acute hospital organisation in the UK between August and October 2020. The survey consisted of Likert scale questions relating to importance of leadership competencies, personal leadership qualities, barrier, and drivers to pharmacist leadership development. Quantitative data were analysed using Microsoft Excel®. The study formed part of a local pharmacy service education and training service evaluation and review. Therefore, in accordance with the Health Research Authority toolkit NHS ethical approval was not required. Results The survey was completed by 39 pharmacists, providing a 37.1% response rate. Almost three quarters of pharmacists did not have leadership training. Over half the pharmacists surveyed identified leadership development as essential for career progression (n=26, 66.6%) and to improve performance in their current role (n=23, 59.0%). A key driver was support from line managers or work colleagues (n=28, 71.8%). Pharmacists reported workload (n = 19, 48.7%), not being valued (n=16, 41.0%) and lack of access or opportunity to work at strategic level (n= 14, 35.9%) as barriers to pharmacy leadership development. Discussion/Conclusion This is the first survey of pharmacist leadership development among pharmacists working in the hospital setting in the UK. Improving performance in current role and career development were identified as key drivers for pharmacist leadership development while workload and lack of access or opportunity of working at strategic levels were identified as key barriers.

Examines the relevance of critical reflection practices in leadership development. The article provides suggestions for incorporating critical reflective practices in a leadership development program. A constructivist approach is adopted from educational literature which advocates using critical lenses to enable students to build on previous experiences of leadership and to incorporate new learning. Reflective processes encourage multiple perspectives to be generated that challenge teachers and future leaders to excel in complex and uncertain environments. Consequently, leadership development and good teaching practices depend on reflection‐in‐action.

Asia-Pacific PsychiatryVolume 3, Issue 2 p. 98-98 TOP (Teachers of Psychiatry) Meeting, Shanghai – A Leadership Training Course First published: 23 May 2011 https://doi.org/10.1111/j.1758-5872.2011.00126.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume3, Issue2June 2011Pages 98-98 RelatedInformation

Formal training in the multifaceted components of leadership is now accepted as highly desirable for health care leaders. Despite natural leadership instincts, some core leadership competencies (“differentiating competencies”) must be formally taught or refined. Leadership development may begin at an early career stage. Despite the recognized need, the number of comprehensive leadership development opportunities is still limited. Leadership training programs in health care were started primarily as internal institutional curricula, with a limited scope, for the development of faculty or practitioners. More comprehensive national leadership programs were developed in response to the needs of specific cohorts of individuals, such as programs for women, which are designed to increase the ranks of senior women leaders in the health sciences. As some programs reach their 20th year of existence, outcomes research has shown that health care leadership training is most effective when it takes place over time, is comprehensive and interdisciplinary, and incorporates individual/institutional projects allowing participants immediate practical application of their newly acquired skills. The training should envelop all the traditional health care domains of clinical practice, education, and research, so the leader may understand all the activities taking place under his/her leadership. Early career leadership training helps to develop a pipeline of leaders for the future, setting the foundation for further development of those who may chose to pursue significant leadership opportunities later in their career. A combination of early and mid-to-late career development may represent the optimal training for effective leaders. More training programs are needed to make comprehensive leadership development widely accessible to a greater number of potential health care leaders. This paper addresses the skills that health care leaders should develop, the optimal leadership development concepts that must be acquired to succeed as a health care leader today, some resources for where such training may be obtained, and what gaps are still present in today’s system.

There is very little evidence of dental schools offering leadership or career development training for students. Given that tertiary students come from diverse backgrounds with differing experiences, it is important that all students learn skills that improve their employability by preparing them for a range of career paths and equipping them with the confidence to lead their profession into the future. This study mapped current leadership and career development training in dental education programmes throughout Australia, focusing on the capacity, barriers and enablers. In 2018, an electronic survey was sent to the Program Convenors of all nineteen dental programmes in Australia. Survey questions were sourced from existing literature and the current regulatory competencies. Whilst the majority of respondents (n=17, 89% response rate) indicated that their programmes included both leadership training (72%) and career development activities (88%), it is clear that the content focus, hours allocated and assessment items vary widely across the country. Further, curriculum appeared to focus almost exclusively on clinical work, which does not provide an avenue for students to explore alternative, non-clinical career options or pathways or develop their skills beyond treating individual patients. Time constraints and ideological differences were reported as the biggest barriers to implementing leadership and career development curricula. Despite an inconsistent approach nationally, it appears there is an opportunity for faculty across institutions to collaborate, potentially to develop a set of leadership and career development competencies and best practice teaching and learning activities.

How to build social capital with leadership development: Lessons from an explorative case study of a multibusiness firm

Some potential reasons for disparate participation within and between the 2 years are noteworthy.First, some students may have ironically been intimidated by their peers' eloquent and thoughtful posts and did not want to submit what they worried were inferior posts.Second, some students may not frequent Facebook and prefer second-generation platforms such as Instagram or SnapChat that require minimal text comments.Third, comparatively fewer contact hours with second-year students may have contributed to less engagement outside of the classroom.Nonetheless, utilising only three existing course facilitators to promote engagement and critical thinking for up to 600 students, the Facebook group did not require extensive curriculum changes and was an efficient pedagogical platform.These lessons serve as useful ideas for further research and pedagogical initiatives on online professionalism and student engagement.

This chapter traces the history of national and educational developments with focus and reference on school leadership development—specifically, the Malaysian Education Staff Training Institute (MESTI), which was subsequently changed to the Institut Aminuddin Baki (IAB). This chapter describes and examines the national development plan of Vision 2020 and the educational development plan—Education Blueprint 2013–2025. The developments of policy initiatives and education reforms over the years have profoundly shaped the historical developments of MESTI-IAB. Besides being responsive to national plans, MESTI-IAB has sought to provide foresight in leadership training and development taking into consideration the educational developments that have been taking place in the international scene. This chapter also critically engages in key issues on educational leadership moving from focusing merely on education, to explorations of philosophical stances.

Book reviewed in this article:Susan T. Fiske, Daniel L. Schacter, and Carolyn Zahn‐Waxler (Editors). Annual Review of Psychology.Manuel London (Editor). How People Evaluate Others in Organizations.Louis Diamant and Jo Ann Lee (Editors). The Psychology of Sex, Gender, and Jobs: Issues and Solutions.Ronald Fry, Frank Barrett, Jane Seiling, and Diana Whitney (Editors) Appreciative Inquiry and Organizational Transformation: Reports from the Field.Terence L. Gargiulo. Making Stories: A Practical Guide for Organizational Leaders and Human Resource Specialists.Manuel London. Leadership Development: Paths to Self‐Insight and Professional Growth.Daniel Goleman, Richard Boyatzis, and Annie McKee. Primal Leadership: Realizing the Power of Emotional Intelligence.Louis Carter, David Giber, and Marshall Goldsmith (Editors). Best Practices in Organization Development and Change.Carol Beatty and Harvey Schachter. Employee Ownership: The New Source of Competitive Advantage.Margaret B. W. Graham and Alec T. Shuldiner. Corning and the Craft of Innovation.C. Fred Alford. Whistleblowers: Broken Lives and Organizational Power.Peter Koestenbaum and Peter Block. Freedom and Accountability at Work: Applying Philosophical Insight to the Real World.Reviewed by Anthony F. Buono, Professor of Management and Sociology, Bentley College, Waltham, MA.Jane Galloway Seiling. The Meaning and Role of Organizational Advocacy: Responsibility and Accountability in the Workplace.Daniel C. Kramer. Workplace Sabbaticals: Bonus or Entitlement?Andrew Mayo. The Human Value of the Enterprise: Valuing People as Assets–Monitoring, Measuring, Managing.Richard A. Swanson. Assessing the Financial Benefits of Human Resource Development.Tom W. Goad. Information Literacy and Workplace Performance.Lisa A. Burke (Editor). High‐Impact Training Solutions: Top Issues Troubling Trainers.John B. Kidd, Xue Li and Frank‐Jurgen Richter (Editors). Advances in Human Resource Management in Asia.Edmund Heery and Mike Noon. A Dictionary of Human Resource Management.Peter Warr (Editor). Psychology at Work (5th edition).Neil Anderson, Deniz S. Ones, Handan Kepir Sinangil, and Chockalingam Viswesvaran (Editors). Handbook of Industrial, Work, and Organizational Psychology.Biostat. Power and Precision: A Computer Program for Statistical Power Analysis and Confidence Intervals.

Public Administration and DevelopmentVolume 19, Issue 3 p. 160-174 Article National Development Planning and Plan Administration in Nigeria Eniola O Adeniyi, Eniola O AdeniyiSearch for more papers by this author Eniola O Adeniyi, Eniola O AdeniyiSearch for more papers by this author First published: 01 July 1980 https://doi.org/10.1002/j.1099-162X.1980.tb01067.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume19, Issue3July 1980Pages 160-174 RelatedInformation

British Journal of Educational TechnologyVolume 36, Issue 4 p. 699-700 Online learning Eric Deeson, Eric Deeson Consultant in Education and Training Technology, UK EricDeeson@aol.comSearch for more papers by this author Eric Deeson, Eric Deeson Consultant in Education and Training Technology, UK EricDeeson@aol.comSearch for more papers by this author First published: 25 July 2005 https://doi.org/10.1111/j.1467-8535.2005.00547_7.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume36, Issue4July 2005Pages 699-700 RelatedInformation

Performance + InstructionVolume 34, Issue 8 p. 4-7 Article Reducing impositions on working memory through instructional strategies John D. Farquhar, John D. Farquhar jxf18@psu.edu John Farquhar, Ph.D., is assistant professor of Instructional Design and Technology at Penn State Harrisburg. He teaches courses in training technologies and researches the application of learning theory toward instructional technology. He may be reached at (717) 948-6730.Search for more papers by this authorDaniel W. Surry, Daniel W. Surry Dr. Daniel Surry, Ed.D., is assistant professor, Area of Teacher Education, at The University of Alabama. He teaches courses in educational computer technology and conducts research into the adoption and diffusion of instructional innovations.Search for more papers by this author John D. Farquhar, John D. Farquhar jxf18@psu.edu John Farquhar, Ph.D., is assistant professor of Instructional Design and Technology at Penn State Harrisburg. He teaches courses in training technologies and researches the application of learning theory toward instructional technology. He may be reached at (717) 948-6730.Search for more papers by this authorDaniel W. Surry, Daniel W. Surry Dr. Daniel Surry, Ed.D., is assistant professor, Area of Teacher Education, at The University of Alabama. He teaches courses in educational computer technology and conducts research into the adoption and diffusion of instructional innovations.Search for more papers by this author First published: September 1995 https://doi.org/10.1002/pfi.4170340803 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume34, Issue8September 1995Pages 4-7 RelatedInformation

There is evidence showing the role of developing individual leaders to enhance organizational performance. However, both theoretical and practical works relating to components of leadership development practices and organization-level performance are required in the literature. To close this gap, a model analyzing the impact of two components of leadership development methods on the growth of human capital, which in turn improves organizational performance, was presented. The differentiation leadership development practice component is directed primarily at developing the intrapersonal knowledge, skills, and abilities of leaders, while the integration leadership development practices component helps develop leaders’ interpersonal knowledge, skills, and abilities. Primary data were collected using a structured questionnaire from a sample of 336 bank managers to test the proposed hypotheses. The collected data were analyzed using Structural Equation Modeling. The results of the data analysis revealed that the differentiation leadership development practice was positively correlated with human capital and that human capital may explain the correlation between this practice and organizational performance.