Unprecedented Leadership

Reviewed by: College Student Leadership Development by Valerie I. Sessa Paige Haber-Curran College Student Leadership Development Valerie I. Sessa New York, NY: Routledge, 2017, 213 pages, $49.95 (softcover) Informed by her research on college student leaders, Valerie I. Sessa focuses College Student Leadership Development on how students can learn leadership and develop as leaders. The book serves as a resource to college students, providing a learning model for intentionally guiding one's leadership development. In acknowledging that many skills-based models of leadership exist, Sessa aims to focus less on what one should learn (i.e., skills and behaviors) and more on how one can learn leadership. Sessa has a background in industrial and organizational psychology and has experience as a faculty member in academia, a research scientist and director at the Center for Creative Leadership (CCL), and an organizational consultant. The definition of leadership presented in the book, "accomplishment of three tasks: direction, alignment, and commitment" (p. xiv), is influenced by the CCL's approach to leadership. This definition allows for individuals, regardless of whether or not they hold a positional role, to participate in the tasks of leadership through developing direction and vision, working together through alignment, and committing to the vision by making it a priority. [End Page 255] The author bases this book on research she and her colleagues conducted on college student leaders (Sessa, Morgan, Kalenderli, & Hammand, 2014). In their study, Sessa et al. (2014) sought to extend research on the leadership competencies and skills learned by successful business executives, which was conducted by CCL researchers in the 1980s (Lindsey, Homes, & McCall, 1987), by replicating the study with college students. The study focused on key developmental events that college student leaders said they experienced and key learning lessons gained from these events. Such events included tackling challenging assignments, receiving mentorship, taking a leadership course, and engaging with peers. The first three chapters in the book set the foundation of learning and leadership for the rest of the book by introducing the reader to the concept of leadership and helping the reader connect with the topic, presenting key fundamentals about learning and specifically learning leadership. Sessa emphasizes four leadership learning outcomes: learning about oneself as a leader (i.e., leader identity); learning about different ways to think about leadership and leaders, learning key leader skills and competencies, and learning formal leadership knowledge (i.e., models, theories, language). The next five chapters are framed around the ReAChS model for leadership development, which includes the four components of reflection, assessment, challenge, and support. Sessa developed the model by integrating components of CCL's Assessment, Challenge, and Support Model of leadership development (McCauley, VanVelsor, & Ruderman, 2010) and a systems analysis organizational learning model that she and a colleague developed (London & Sessa, 2006). The ReAChS model is meant to be a tool for students to "take control of [their] leadership learning and development while in college and beyond" (p. 38) and includes four components. Reflection focuses on stepping back from an experience in order to examine it and make meaning of it. Assessment involves learning more about oneself including one's strengths, developmental needs, leadership effectiveness, motivation, self-efficacy for leadership, and personality or character traits. Challenges are described as "learning triggers" that are new experiences requiring skills or perspectives that haven not yet been used or developed. Support focuses on the network of people who can assist in one's learning process. The ReAChS chapters include a range of reflection prompts, exercises, self-assessment exercises, and other tools. These interactive components invite readers to make meaning of their experience, personalize the content, and consider how they can intentionally craft their leadership development journey. There are also many examples from student leaders and excerpts from Sessa et al.'s (2014) research. The book closes with a chapter on synthesizing and communicating one's leadership story. Sessa provides guidance on creating a leadership learning and development portfolio that includes many components such as accomplishment stories; verbiage about jobs, positions, experiences to highlight on a resume; and a personal statement on leadership. The hands-on and interactive exercises can help readers better understand their own leadership learning and effectively communicate...

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

Deepening leadership identity development.

Responding to the demands for high quality, efficient, and adaptable health care delivery systems, health care professions are depending on leadership skills more than ever before. Physician assistants (PAs) are leaders, whether in guiding an individual patient to the best personal health care decisions, managing a team of health care providers, leading a health care committee, or overseeing community health programs. Research shows that leadership skills are not necessarily innate and can be learned. This article explores the teachable dimensions of leadership as applied to the role of the PA. Among several models of leadership, the model of servant leadership is proposed as most appropriate for PA education. Servant leader attributes are aligned with the leadership qualities described in the PA competencies. Specific applications for teaching the five reliable servant leader characteristics of altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship are described.

Leadership development corresponds to the focus on the individual’s success and competitiveness strategy. This is the optimal direction of the organization of attitude development because it covers two aspects of the student’s personality development: professionally-oriented and self-centric. The aim of the study is to identify and compare the leadership level in second- and fourth-year students to see dynamics of development and implementation of the leadership phenomenon in the professional and personal making up of future specialists. The task was to: (1) diagnose the existing educational impact of the university environment on the formation of leadership competencies; (2) clarify the relationship between the objective level of leadership skills development and assessment of leadership characteristics by students themselves; (3) determining tactics for further support and / or stimulation of personal and professional leadership skills of students; (4) elucidating the relationship between leadership skills and academic performance; (5) determining the universal prerequisites for the formation of leadership qualities of students. Based on the theoretical analysis of the issue, the authors developed an objective and subjective diagnostic model for leadership skills. In this study, data of the objective diagnostic technique are the key. Subjective diagnostic technique for leadership skills provides insights for problem interpretation. At the level of the first group of respondents, the average Leadership Skills Level of the second-year students was quite low and was found within the medium level. The second group of respondents consisting of the fourth-year students showed a slight but effective improvement. The Leadership Skills of this group were found at a sufficient level. Positive dynamics was revealed for all criteria of leadership skills as a result of applying objective diagnostic methods: decreased percentage of students with negative and relatively low markers of Leadership Skills Level and corresponding increase in percentage of students with positive markers of Leadership Skills Level. Further research can be organized in the direction of identifying and developing successful universal and professionally-oriented tactics for leadership development in students as part of attitude 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.

SummaryThe General Medical Council suggests that leadership skills are a core requirement for all doctors. The NHS Institute for Innovation and Improvement goes further, stating that doctors have not only an intrinsic leadership role but also a responsibility to contribute to the effective running of healthcare organisations. The Medical Leadership Competency Framework (MLCF) outlines a structure with domains, elements and competency outcomes, all of which are clearly spelled out with examples and methods of learning for different stages of a medical career. The revised curriculum for postgraduate training in psychiatry contains many aspects of the MLCF, both complementing and supplementing its emphasis on the development of personal qualities and skills. This article highlights this approach and describes how the development of leadership and management skills fits with the current structures for training in psychiatry.

IntroductionThe NHS has prioritized the leadership development of healthcare professionals as a fundamental strategy for enhancing organizational outcomes and patient care (NHS Institute for Innovation and Improvement, 2011). Consequently, various...

Leadership has been a major topic in management and business literature over the last few years. The rapid changes in business, technology, political and social factors has required the development of effective leadership skills. As a result leadership development programs have become an increasing priority for business and government organisations. This article puts forward an integrated model for leadership development. The major focus of this model is to develop leadership competencies which directly contribute to the strategic imperatives of the business. In addition, it describes the key elements that contribute to a successful leadership experience such as changing mindsets, a global focus, personal development and improved business and leadership skills. Finally, the most widely used leadership methods and processes are covered under three major themes; contributing to the strategic business direction, building leadership and team skills, and self‐development. The ideas put forward in this paper provide senior managers and human resource professionals with an integrated and comprehensive framework to plan and build a leadership development program in their organisation.

Improving management of vaccine supply chains: A multi-methods evaluation of vSTEP in Zambia

To evaluate the effectiveness of the Kansas Nurse Leader Residency (KNLR) programme in improving nurses' leadership knowledge and skills and its acceptability, feasibility and fidelity. The Future of Nursing Report (Institute of Medicine, 2011) calls for nurses to lead change and advance health. The 6-month KNLR programme was developed by the Kansas Action Coalition to support nurses' leadership development. Nurses (n=36) from four nursing specialties (acute care, long-term care, public health and school health) participated in the programme. The adapted Leader Knowledge and Skill Inventory was used to assess leadership knowledge and skills. Programme acceptability, feasibility and implementation fidelity also were evaluated. The programme completion rate was 67.7% (n=24). Programme completers had significantly improved self-assessed and mentor-assessed leadership knowledge and skills (p<.05). These post-programme gains were maintained 3months after programme completion. The KNLR programme effectively improved leadership knowledge and skills and was positively evaluated by participants. The implementation of the KNLR programme using a hybrid format of in-person sessions and online modules was feasible across four specialty areas in both rural and urban regions. The next steps include the development of an advanced programme. Residency programmes for new nurse leaders are critical for successful transition into management positions.

Leadership development has traditionally encapsulated an individualistic focus in organizations more properly construed as leader rather than leadership development. Over more recent years, advances in leadership theory have moved towards seeing leadership from more relational and systemic perspectives that have implications for leadership development practice. This article builds on this literature in putting forward a model of leadership development drawing upon ideas and concepts from complexity science. Complexity leadership development is suggested to incorporate a focus on four key dimensions that recognize the interrelatedness and systemicity of leadership in organizations. Here the behaviours of individuals interact with wider organizational processes and contexts that together are considered to produce overall leadership effects. Four dimensions are put forward in the complexity leadership development model comprising (1) network conditions, (2) shared leadership, (3) organizational learning and (4) leader skills and knowledge. The implications of the model for future research in HRD and challenges for practice in the field are discussed.

The purpose of this community service is to socialize and implement Sunday school mentoring and children's leadership development at Kids Church GBI Tabgha Botania 2 Batam. This community service uses the methodology used in this study is a qualitative approach with descriptive analysis. Data were collected through literature studies from various sources, including books, journal articles, and relevant community service reports. In addition, interviews with Sunday school children and Sunday school teachers were conducted to obtain direct perspectives on Sunday school mentoring and children's leadership development. The results of Sunday school mentoring and children's leadership development at Kids Church GBI Tabgha Botania 2 Batam are that Sunday School provides a platform for children to learn to collaborate and work together in teams. Children who are involved in group activities at Sunday School are able to develop better communication skills, which is an important aspect of leadership. The teaching methods applied in Sunday School also contribute to the development of children's leadership. This method not only increases a sense of responsibility, but also teaches children about the importance of planning and organizing two very important skills in leadership. Keywords: Mentoring, Sunday school, children's leadership

Museums must adapt to the increasing demand for wellbeing experiences that promote personal growth, requiring specific leadership skills and mindsets. This study explores: (1) museums’ role in promoting wellbeing, (2) leadership skills needed for wellbeing initiatives, and (3) the influence of a growth mindset. We conducted interviews and a leadership mindset survey with eight Croatian museum leaders. Results show leaders view museums as “third places” – a physical location other than work or home where conversation and social gathering are the primary activities – and believe they an expanding role in societal wellbeing. Nine key leadership skills were identified which leaders believe can be developed through training. Recommendations for fostering a growth mindset and leadership skills are provided.

The purpose of the study aims to investigate employees' perceptions regarding their Leaders, managers and supervisor's emotional intelligence as well as transformational leadership and the possible relationships among emotional intelligence (EI), leadership, and desirable outcomes that impact the elements of emotional intelligence (EI) in organizations Design/Methodology - The study empirically analyzed the influence of EI, as measured by Mayer Salovey Caruso emotional understanding test (MSCEIT), for organizational outcomes; the well recognized expertise of a leader to forecast those results, and the relationship among EI and transformational leadership. Further the Data were assembled via questionnaires in a sequence of personally organized meetings considering, subordinates' insights for the following: supervisors' emotional intelligence; and transformational leadership. Observation methods were also used. Findings - The results confirm previous investigations of the exceptional effectiveness of transformational leadership in forecasting organizational productivity and performance and support the model which proposes that supervisors' emotional intelligence following components for example social abilities, motivation, empathy and cognition are positively associated with leadership. However, the connection among emotional intelligence and transformational leadership assessed to find the leveled outcomes to enhance organizational stability. Practical implications - The finding enables the researchers and practitioners to better understand the leadership capabilities at organizational level and assets the organization towards leadership development and individual perception. Furthermore, it offers the managers to utilize EI as tool for Transformational leadership to enhance manager's capabilities manifold for more effective and efficient outcomes (i.e. productivity and performance) Originality/value - The study encompasses a diverse variety of efficient senior leaders and their followers from many associations to validate measures of EI and illuminate the environment of the connection between EI and related factors as mentioned in findings and deliver a potential assortment and development tool for the enhancement of leadership performance and organizational competitiveness. Keywords - Comparative tests, Emotional Intelligence (EI), Leadership, Organizational Performance