Mock Survey

Purpose This paper examines how the metaverse, a convergence of virtual reality (VR), augmented reality (AR), and persistent digital platforms, can reshape leadership development and team collaboration. It evaluates opportunities and challenges, positioning the metaverse within established theories of leadership and adult learning. Design/methodology/approach The study employs a qualitative, descriptive methodology using secondary data from scholarly research, case studies, and industry reports. Open coding and thematic analysis identified recurring patterns, which were synthesized with theories of experiential learning, emotional intelligence, and transformational leadership. Findings Immersive simulations enhance emotional intelligence, adaptive leadership, and collaborative problem-solving across distributed teams. Gamification sustains motivation and supports innovation through virtual prototyping. However, barriers such as unequal access to digital infrastructure, cognitive fatigue, and overreliance on vendor-driven narratives limit effectiveness. A hybrid model, combining immersive tools with traditional development practices, emerges as the most effective approach for balancing engagement, inclusivity, and sustainability. Research limitations/implications Relying solely on secondary data, the study calls for future longitudinal research to explore the psychological and organizational impacts of sustained metaverse use in leadership development. Practical implications Organizations can leverage metaverse platforms to deliver scalable, interactive leadership programs but must prioritize digital inclusion and adopt hybrid strategies to mitigate risks. Social implications If implemented equitably, the metaverse can broaden access to leadership development for geographically or economically disadvantaged groups, fostering greater inclusivity in organizational learning. Originality/value The paper bridges metaverse applications with established theoretical frameworks. Rather than treating the metaverse as a wholesale replacement for leadership development, it positions immersive environments as complementary tools that democratize access to training while reinforcing essential leadership competencies.

DIANE L. DIXON is managing principal of D. Dixon & Associates LLC, specializing in health care leadership and organizational development. She also has taught leadership and organizational behavior for the business of medicine program at Johns Hopkins University and holds a doctorate in human resource development from George Washington University, Washington. Does your long-term care organization need change? For instance, is your nursing home stuck in the old institutional model? Are you thinking about how you might lead that change? Are you pondering what it will take to do so? There is no quick prescription or handy tool kit for making yourself into a leader who can overcome an organization's inertia. But there are useful guidelines for developing the skills required for leading change. To start, the emphasis should be on looking to see if you're ready to be a change leader. Are you ready to lead change? A good place to begin is with introspection about your willingness to embrace new ways of thinking about yourself within the context of your long-term care organization. Before getting much further, it's important to make sense of change semantics. The use of words and phrases related to organizational change can cause confusion. “Leading change,” “change agent,” and “culture change” are not jargon, but they're sometimes misused or overused. Then, they become clichés that lose the power of their meaning. But these terms do have real significance in long-term care and health care delivery overall. Are you a medical director who, as part of the leadership team, feels responsible for improving your organization's care of residents overall? Are you a director of nursing who sees the need to improve care quality at several levels of the organization? Are you a nurse practitioner who wishes to facilitate dialogue among all the people working in your nursing home about how to improve teamwork? Are you an administrator who embraces change and understands that the organizational culture is influenced by your leadership? Are you a department manager or neighborhood coordinator who sees himself or herself continuously working with others to discover new ways to deliver quality care? Are you a consulting pharmacist who wants to be an active participant on an interdisciplinary team? Introspection and reflection are the foundation for leadership development. It's essential that you be willing to engage in these processes and accept that the first thing needing change could well be you. It is important to look through this individual lens to understand your potential leadership role in long-term care. This then can move you to develop your personal capacity to lead and forge the vital relationships required for a collective commitment to change within your organization. Leadership development requires assessments of both your inner capacities and your abilities to lead others. The two sets of self-assessment questions that I've developed are based on the work of David V. Day, PhD (Leadership Quarterly 2000;11:581–613). Your answers to the questions listed on this page may create a framework for getting started on the journey to leading long-term care change. Reflecting on the questions and taking time to answer them honestly is the groundwork for your leadership development plan. As you begin, consider your vision for your organization. The effort will lead you in the right direction for your personal development plan. Focus on your strengths and how you can further enhance them. The areas for growth you identify aren't weaknesses. They're opportunities for learning and development. Start by focusing on a few critical competency areas that will make a significant difference in your ability to lead change. Here are some suggested components of your plan: ▸ Goals: Make them specific, measurable, attainable, realistic, results oriented, and time focused. ▸ Strategies: Action plans, with time frames, used to achieve goals. ▸ Critical relationships: Interactions you'll need with mentors, coaches, partners, and others who can provide support. ▸ Accountability: Details of how you will hold yourself accountable for completing the plan. ▸ Indicators of Success: Methods of determining the impact of achieving the goals. Thinking about leading change in long-term care can be daunting in the midst of competing priorities. But don't let that hold you back at a time when the field needs leadership and change more than ever. Moving forward with your own development as a leader will help make the effort manageable and fulfilling. What's important is getting started.

National Leadership Summit Promotes Consumer-Driven Options in LTC

Building the Genetic Counsellor Profession in the United Kingdom: Two Decades of Growth and Development

This chapter aims to examine the ways coaching and mentoring are currently leveraged to deliver leadership development in higher education institutions. By exploring the variety of coaching and mentoring approaches and their deployment at different levels and across different institutions we are able to indicate opportunities for further enhancing leadership development in the sector through coaching and mentoring. The chapter examines peer-reviewed articles, sector reports and insights from key informants crafted into mini case studies. Mentoring emerges as a default approach to leadership development, in particular at early career stages and where inclusivity and diversity feature as part of leadership development programmes. Coaching is evident at the senior levels and offers a wider range of individual leader, senior team and organisational leadership development opportunities. Our cases highlight the range of responses and sophistication of coaching approaches and practices, from the highly embedded to other more piecemeal examples. The findings emphasise the importance of empirical research in this area to better understand and inform the sector of the wider benefits and opportunities of coaching and mentoring in supporting leadership development. Opportunities to support greater inclusivity and diversity in leadership should consider coaching approaches and practices too. This exploration of coaching and mentoring identifies why shifts towards coaching may be evident. It challenges those in the sector – researchers, people management and organisational developers, as well as senior leaders – to adopt more integrated and embedded coaching and mentoring initiatives to support the sector in addressing its current challenges.

A Profession That Leads Together Makes a Difference Together: A definitive description of leadership in nutrition and dietetics is impossible, because examples and resulting actions are diverse, spanning and impacting all practice areas. Below, in response to questions I asked of some RDN leaders, I'm so happy to share more about our members exhibit effective leadership through their work and

Aligning Healthcare Safety and Quality Competencies: Quality and Safety Education for Nurses (QSEN), The Joint Commission, and American Nurses Credentialing Center (ANCC) Magnet® Standards Crosswalk

Daily Leader Safety Brief: The Power of an Interdisciplinary Team

I salute the prison service for its recent decision to go ahead with Agenda for Change. The RCN has consistently stated that the new pay and careers system must apply to nursing staff wherever they work. At least one in four nurses works beyond the NHS - in prison health, industry, hospices, care and nursing homes, practice nursing and higher education, to name just a few examples.

United States: Overview of Cancer Pain and Palliative Care

Action learning is one of the most effective leadership development interventions [Day, Fleenor, Atwater, Sturm, and McKee. 2014. “Advances in Leader and Leadership Development: A Review of 25 Years of Research and Theory.” The Leadership Quarterly 25 (1): 63–82; Pauleen. 2003. “Leadership in a Global Virtual Team: An Action Learning Approach.” Leadership & Organization Development Journal 2003; Stewart. 2010. “Action Learning and Virtual Action Learning for Leadership Development.” Developing Leaders (1)], yet Virtual Action learning (VAL) has always struggled to be seen as a viable alternative, with both facilitators and participants often preferring face-to-face set meetings, and dismissing the technological options [Dickenson, Burgoyne, and Pedler. 2010. “Virtual Action Learning: Practices and Challenges.” Action Learning Journal: Research & Practice 7 (1): 59–72; Stewart. 2009. “Evaluation of an Action Learning Programme for Leadership Development of SME Leaders in the UK.” Action Learning: Research and Practice 6 (2): 131–148]. However, the onset of the Covid pandemic saw the rapid implementation of this remote technology-enabled approach, where VAL became the only option for action learning due to the restrictions on face-to-face working and travel limitations. This paper shares insights on the differences facilitating action learning and virtual action learning from a research project, based around a two-year Masters in Leadership programme in a UK business school, now delivered to over 300 experienced senior leaders, predominantly working in the UK NHS and a major UK retailer.

Introduction: This article explored how NetLogo algorithms simulate the emergence of leadership in newly formed teams, analyzing both the "public perception" and "identity" of the leader and follower. Methodology: A probabilistic approach was used to determine whether an individual assumes leadership or concedes it, based on variables such as their self-assessment of their role and others' perceptions of their capabilities. Using an Agent-Based Model (ABM), the dynamics of ethical leadership (EL) and interactions between agents were investigated, providing a theoretical and practical framework for improving decision-making (DM) in changing organizational environments. Results: The findings demonstrated synergies between ABM and leadership development in teams. In homogeneous environments, leaders emerged slowly, in a distributed manner, and fostered collaboration. In contrast, in hierarchical environments, leaders emerged rapidly, favoring short-term efficiency. Conclusions: The study suggest that disruptive situations can severely affect the stability of the current leader. However, this also created an opportunity for new leaders to emerge, thus promoting group resilience. On the other hand, it is noted that a lack of ethics in leadership can generate disappointment and mistrust, affecting organizational cohesion and performance.

PurposeThe purpose of this paper is to highlight academic librarians’ understanding of leadership and leadership development, with the aim to shed light on further research that can inform and improve practices.Design/methodology/approachA literature review on academic library leadership was conducted. Particular attention was placed on the three common leadership modes in academic libraries: emergent leadership, team leadership and headship. The review covers librarians’ conception of leadership, desirable leadership capabilities and existing leadership development.FindingsLibrarians view leadership as a process of influence, and understand that leadership does not only come from formal leaders. Lacking is a more structured knowledge of what constitute effect leadership. In the literature, team and emergent leadership have not been adequately explored; most leadership research in the field takes on a headship approach.Research limitations/implicationsThe publications reviewed were selective; not all papers on the topic were included.Practical implicationsFeaturing the three leadership modes brings librarians’ attention to the crucial differences among them; and hence directs future discussion to a more focused approach that addresses each leadership mode specifically.Originality/valueThis paper differs from previous literature reviews on library leadership; it is the first one comparing and contrasting publications using the three leadership modes.

This chapter uses the backdrop of the pressures created by international comparative analysis in a global education system through mechanisms such as PISA, PIRLS, TIMSS, and the OECD to compare the approaches taken by both Great Britain and the Swedish government over the last decade in their attitudes to leadership development with school staff, and particularly their leadership teams. It examines the national program rolled out in Sweden and the merits of tying this into university education departments. In England, this leadership development has moved away from universities to being centralized in a marketized process, with all the service provision outsourced to the non-profit and private sectors, thus having little to do with the higher education landscape, despite the international comparative analysis that is regularly published that demonstrates that this is where it is best placed.

The Tideswell Emerging Leaders in Aging (ELIA) Program is a 1-year leadership training program focused on developing a sustainable pipeline of leaders in aging who are poised to lead initiatives that will optimize the health of older people. The Tideswell ELIA Program is jointly administered by the American Geriatrics Society, the Association of Directors of Geriatric Academic Programs, and Tideswell at University of California, San Francisco (UCSF), a program within the Division of Geriatrics at UCSF. The ELIA Program prepares early to midcareer healthcare professionals in aging (scholars) for their transition into key leadership roles that involve one or more areas of patient care, education, and research. The program emphasizes the understanding of one's own and others' inherent work strategies and communication styles as integral to leading programs. Approximately 15 ELIA scholars are selected annually to participate in this interactive leadership development program. We conducted a qualitative analysis of program evaluations from 2015 to 2018 scholars (n = 47) to determine effectiveness and impact. All scholars (100%) completed the end-of-training survey. Scholars' satisfaction with the program is high. Scholars reported heightened leadership development and improvements in leadership skills, including communication, team building, and self-awareness. Scholars also reported enhancement of personal leadership attributes that contributed to career advancement. The Tideswell ELIA Program accelerates scholars' personal career development, positively impacts their institutions, and ultimately benefits older people. Sustaining leadership programs such as the Tideswell ELIA Program is vital to ensure a continuous pipeline of leaders skilled in both advocating for and advancing the health of older Americans. J Am Geriatr Soc 67:434-436, 2019.