scholarly journals Leadership Development From A Systems Psychodynamic Consultancy Stance

2003 ◽  
Vol 2 (1) ◽  
Author(s):  
W. J. De Jager ◽  
F. Cilliers ◽  
T. Veldsman
Keyword(s):  
Leadership Development ◽  
New Economy ◽  
Training Programme ◽  
Leadership Role ◽  
Qualitative Assessment ◽  
Post Intervention ◽  
Leadership Behaviour ◽  
Basic Assumption Group ◽  
The Impact ◽  
Network Organisation

This research aims to measure the impact of a leadership development programme presented from the systems psychodynamic stance. The aim was to develop psychoanalytically informed change leaders to lead change and transformation in the continuously changing and transforming New Economy network organisation. In order to do this, a group relations training programme was presented for 30 leaders. Qualitative assessment using grounded theory during post-intervention focus groups interviewing indicated the group’s awareness of psychodynamic leadership behaviour such as the regression towards frequent pathological leadership personality characteristics, regression towards unconscious group- and organizational processes such as the basic assumption group, the covert coalition and socially structured defense systems against change and transformation. Insight was also gained in the new leadership role and the taking up of personal authority in the network organisation that needs to function as a systemic whole. Limitations in the study are noted and Recommendations are made to enhance change leader skills for leadership in the New Economy network organisation. OpsommingHierdie navorsing poog om die impak van ‘n leierskapsontwikkelingsprogram wat aangebied is vanuit die sistemiese psigodinamiese perspektief, te evalueer. Die doel was om psigoanalitiese ingeligte leiers te ontwikkel om verandering en transformasie in die gedurige veranderende en transformerende Nuwe Ekonomie netwerk organisasie, te lei. Ten einde dit te bolwerk is. ‘n Groep -verhoudinge-opleidingsprogram is aangebied vir 30 leiers. Kwalitatiewe evaluasie deur van begrondingsteorie gebruik te maak gedurende, die post-intervensie fokus groepe het ‘n groepbewustheid aangedui van psigodinamiese leierskapgedrag soos die regressie na dikwelse patologiese leierskapspersoonlikheidskenmerke, regressie in onbewustelike groep- en organisatoriese prosesse soos die basiese aanname-groep, die koverte-koalisie- en sosiaal-gestruktureerde-verdedigingsisteme teen verandering en transformasie. Insig is ook in die nuwe leierskap rol en die opneem van persoonlike outoriteit in die netwerk organisasie wat moet funksioneer as ‘n sistemiese geheel, bekom. Aanbevelings word gemaak om die leierskapsrol in verandering in terme van vaardighede in die Nuwe Ekonomienetwerkorganisasie, te bevorder.

Evaluating the Elklan Talking Matters Programme: Exploring the impact of a training programme for early years professionals on pre-school children’s language development

2020 ◽  
Vol 36 (2) ◽  
pp. 108-125
Author(s):  
Judy Clegg ◽  
Carla Rohde ◽  
Henrietta McLachlan ◽  
Liz Elks ◽  
Alex Hall
Keyword(s):  
Language Development ◽  
Positive Impact ◽  
Training Programme ◽  
Early Years ◽  
Post Intervention ◽  
Main Effect ◽  
Tentative Evidence ◽  
Effectiveness Of Training ◽  
And Control ◽  
The Impact

Training early years practitioners to facilitate the language development of young children is a widely used intervention. Evidence to support the effectiveness of training in terms of the impact of children’s language development is limited. The Elklan Talking Matters programme is an accredited training programme for early years practitioners. Practitioners train to be Lead Communication Practitioners (LCPs) who cascade training across early years settings or Key Communication Practitioners (KCPs) who are embedded into these settings. The aim of this study was to identify if the Talking Matters Programme is effective in facilitating the language development of pre-school children. One hundred and twenty-six children from 13 early years settings were recruited (mean age 27.81 months; SD 4.90). Thirteen settings participated in the Talking Matters Programme (five LCP+KCP settings, four LCP settings and four control settings). At time 1, prior to practitioners participating in the programme, children completed the Pre-School Language Scales 5th Edition (PLS-5), a standardized assessment of receptive and expressive language. At time 1, 126 children completed the baseline assessment ( n = 43 in the LCP+KCP settings, n = 43 in the LCP settings and n = 40 in the control settings). Children then completed the post intervention (time 2) assessment approximately six months later. Children in the intervention groups (LCP+KCP settings and LCP settings) made more progress in their language development from time 1 to time 2 compared to the control. The children in the LCP+KCP settings made more gains than the children in the LCP settings. A significant main effect of groups and time was found but not an interaction of group scores with time, meaning the increases in scores were not statistically significant between the intervention and control groups. The study provides tentative evidence that the Talking Matters programme has a positive impact on pre-school children’s language development.

scholarly journals The Impact of Radical Change on Leadership Development in Large Companies

2021 ◽  
Vol 2021 (2(92)) ◽  
pp. 9-23
Author(s):  
Julita Majczyk ◽  
Keyword(s):  
Leadership Development ◽  
Radical Change ◽  
Digital Culture ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Leadership Management ◽  
Leadership Behaviour ◽  
The Impact ◽  
Culture Transition ◽  
Learning Interventions

Purpose: This study aims to identify and describe changes in leadership development programs caused by the spread of SARS-CoV-2. Design/methodology/approach: Participants were selected purposefully. The core part of the qualitative study involved 25 individual in-depth interviews. Findings: The data indicates that leadership development is not perceived as a core business process. In most cases, certain learning interventions were withheld but not terminated or managers ordered a digital culture transition. Data shows that given the progressing change, there is a need for further reflection on whether technology-mediated leadership behaviour would not be a standard. Research limitations/implications: Qualitative research does not permit broad generalizations. Although the data collected allows indicating how leader-nurturing process owners perceive change that impacts leadership development, there is no possibility to indicate the intensity or importance of the reactions. Originality/value: This study enriches the research on leadership management in big enterprises. It provides meaningful insights by examining the attitude and reactions of managers responsible for nurturing leaders. The findings of this study extend the understanding of the leadership development goal and its impact under specific conditions.

Exploiting formal, non-formal and informal learning when using business games in leadership education

2016 ◽  
Vol 30 (6) ◽  
pp. 16-19
Author(s):  
Kenneth Børgesen ◽  
Rikke Kirstine Nielsen ◽  
Thomas Duus Henriksen
Keyword(s):  
Leadership Development ◽  
Learning Process ◽  
Focal Point ◽  
Management Training ◽  
Leadership Education ◽  
Qualitative Assessment ◽  
Content Type ◽  
Novel Approach ◽  
Games And Simulations ◽  
The Impact

Purpose This paper aims to address the necessity of allowing non-formal and informal processes to unfold when using business games for leadership development. While games and simulations have long been used in management training and leadership development, emphasis has been placed on the formal parts of the process and especially on the gaming experience. Design/methodology/approach This paper is based on a qualitative study of a French management game on change management, in which the game-based learning process is examined in light of adult learning. Findings This paper concludes that less formal dialogues that stem from formal activities make important contributions to the learning process. Consequently, the use of business games in leadership development should be didactically designed to facilitate such dialogues. While playing the game takes center stage, activities such as theory presentations, reflective processes, and less formal discussions must be allowed a place in an otherwise crammed learning process and to take up that space at the cost of playing the game. Research limitations/implications As the study is based on a qualitative assessment, the impact of the different parts of the process is not assessed. Practical implications This paper suggests that the use of business games in leadership development should focus more on the processes and activities surrounding the game rather than narrowly focusing on the game. Originality/value This paper suggests a novel approach to using business games that is not aligned with the current practice of emphasizing the game as the focal point of the process.

The impact of a multi-component physical activity programme in low-income elementary schools

2017 ◽  
Vol 76 (5) ◽  
pp. 517-530 ◽  
Author(s):  
William V Massey ◽  
Megan B Stellino ◽  
Megan Holliday ◽  
Travis Godbersen ◽  
Rachel Rodia ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Low Income ◽  
Training Programme ◽  
Fifth Grade ◽  
Positive Interactions ◽  
Post Intervention ◽  
Beneficial Effects ◽  
Fifth Grade Students ◽  
The Impact

Objective: To identify the effects of a structured and multifaceted physical activity and recess intervention on student and adult behaviour in school. Design: Mixed-methods and community-based participatory approach. Setting: Large, urban, low-income school district in the USA. Methods: Data were collected at three time points over a 1-year period. Sources included recess observations at four elementary schools, in-class behavioural observations of fifth-grade students ( n = 21) and focus groups with fourth- and fifth-grade students ( n = 75). Results: Results suggested an increased amount of positive interactions between adults and students and a decreased amount of conflict in the playground post intervention. Results also suggested that a peer-leadership training programme had beneficial effects on students’ classroom behaviour. Conclusion: Results from this study provide evidence that school recess can be used to teach social–emotional competencies that can impact student behaviour during recess and in the classroom.

In-programme leadership development for psychiatric higher trainees: The Royal College of Psychiatrists’ Leadership and Management Fellow Scheme

BMJ Leader ◽  
2021 ◽  
pp. leader-2021-000475
Author(s):  
Deepa Bagepalli-Krishnan ◽  
Russell Gibson ◽  
Satnam Goyal ◽  
Ba Min (Adam) Ko ◽  
Alex Till ◽  
...  
Keyword(s):  
Leadership Development ◽  
Royal College ◽  
Management Training ◽  
Training Programme ◽  
Mentoring Relationships ◽  
Leadership And Management ◽  
Local Leadership ◽  
Review Team ◽  
Leadership Experience ◽  
The Impact

IntroductionThe Royal College of Psychiatrists’ (RCPsych) Leadership and Management Fellow Scheme was established to develop and support a new cohort of medical leaders within psychiatry. Sponsored and mentored by a trainee's local education provider, the scheme combines a high-impact national leadership and management training programme, with a novel in-programme apprenticeship model, where Fellows gain local leadership experience.MethodAn internal review team conducted a mixed-methods evaluation of feedback from Fellows and Mentors on the scheme’s structure, delivery, provision of individual leadership development and the impact fellows had on their teams and the organisations within which they were embedded.ResultsWith a response rate of 67% (n=20) from Fellows and 30% (n=7) from Mentors, a clear benefit from the scheme was observed, alongside opportunities for improvement. Strengths of the scheme included the bespoke in-programme design, mentoring from a senior medical leader, networking opportunities, and experiential learning through local leadership experience, which additionally promoted medical engagement within organisations. Opportunities for improvement included strengthening existing offers, particularly mentoring relationships and enhancing the network established between fellows.ConclusionsA bespoke, uniprofessional and in-programme leadership and management fellow scheme can play an important role in the development of future medical leaders within psychiatry.

scholarly journals Leaders on a Mindfulness-Based Program: Experience, Impact, and Effect on Leadership Role

Human Arenas ◽  
2021 ◽  
Author(s):  
Deryl Dix ◽  
Katie Norton ◽  
Gemma M. Griffith
Keyword(s):  
Leadership Development ◽  
Leadership Skills ◽  
Development Program ◽  
Emotional Awareness ◽  
Leadership Role ◽  
Future Research ◽  
Work Related ◽  
Leadership Development Program ◽  
Manufacturing Organization ◽  
The Impact

AbstractAlthough there is putative evidence that mindfulness-based programs (MBPs) may contribute to leadership skills, little is known about the direct experience of leaders who attend such programs. It is therefore unknown how MBPs delivered in the corporate environment are experienced by leaders, or how MBPs may facilitate leadership development. This qualitative study explored how leaders experienced an MBP, introduced as a part of a wider leadership development program, and the impact of this intervention on their work lives and leadership role. Participants (N = 10) were leaders who worked for a global manufacturing organization and who had attended a three-day mindfulness-based program as part of a leadership development program. They were interviewed and the data was analysed using thematic analysis. Following the MBP, eight participants reported enhanced emotional awareness, and a greater understanding of the impact of work-related stress, which in turn helped their leadership role. Two did not see how mindfulness could enhance their leadership skills although the MBP was well received by most of the participants. Three superordinate themes were identified: (1) The participant journey: Mixed experiences of the MBP; (2) A clash of cultures: The challenge of integrating mindfulness into the workplace, and (3) Impact on leadership. These results may inform future research, program design, and implementation.

Learning while leading: a realist evaluation of an academic leadership programme

BMJ Leader ◽  
2021 ◽  
pp. leader-2021-000508
Author(s):  
Shelly-Anne Li ◽  
Ruth Chen ◽  
X Catherine Tong ◽  
Anne K Wong ◽  
Teresa M Chan
Keyword(s):  
Leadership Development ◽  
Leadership Skills ◽  
Realist Evaluation ◽  
Development Programme ◽  
Academic Leadership ◽  
Leadership Role ◽  
Work Settings ◽  
Evaluation Approach ◽  
Personal Leadership ◽  
The Impact

IntroductionMany academic health centres and universities have implemented leadership development programmes; however, their potential impact in different contexts in healthcare remains unknown. We assessed the impact of an academic leadership development programme on the self-reported leadership activities of faculty leaders in their respective work contexts.MethodsTen faculty leaders who participated in a 10-month leadership development programme between 2017 and 2020 were interviewed. The realist evaluation approach was used to guide deductive content analysis, allowing concepts related to what works for whom, why and when to emerge from the data.ResultsFaculty leaders benefited in different ways depending on the organisational context (eg, culture) in which they reside and their individual contexts (eg, personal aspirations as a leader). Faculty leaders who have minimal mentorship in their leadership role gained an increased sense of community and belongingness with peer leaders and received validation in their personal leadership approach from the programme. Faculty leaders with accessible mentors were more likely than their peers to apply the knowledge they learnt to their work settings. Prolonged engagement among faculty leaders in the 10-month programme fostered continuity of learning and peer support that extended beyond programme completion.ConclusionsThis academic leadership programme included participation of faculty leaders in different contexts, resulted in varying impacts on participants’ learning outcomes, leader self-efficacy and application of acquired knowledge. Faculty administrators should look for programmes with a multitude of learning interfaces to extract knowledge, hone leadership skills and build networks.

scholarly journals A logo-leadership intervention: Implications for leadership development

2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Frances Scholtz ◽  
Freddie Crous ◽  
Adèle Thomas
Keyword(s):  
Leadership Development ◽  
Comparative Method ◽  
Research Process ◽  
Leadership Role ◽  
Framework Analysis ◽  
Post Intervention ◽  
Leadership Motivation ◽  
New Development ◽  
Value Add ◽  
Leadership Intervention

Orientation: Logo-leadership development challenges leaders to move beyond financial or individual gain to accepting leadership as a calling.Research purpose: The objective of the study was to ascertain whether an intervention embedded in the life and teachings of logo-therapist Viktor Frankl affects the way aspiring leaders construct leadership in terms of meaning (logo-leadership).Motivation for the study: A consideration of Frankl’s life gives rise to the question of whether aspiring leaders can learn from and use his life teachings as an inspiration in the discovery of meaning for themselves as leaders.Research approach, design and method: Participants comprised 20 students registered for an MCom degree at a South African metropolitan university. The research process involved three phases: (1) a pre-intervention questionnaire, (2) an appreciative inquiry intervention and (3) a post-intervention questionnaire. Framework analysis and a comparative method were used to analyse the data.Main findings: A meaning-centred leadership development intervention may impact the leadership role orientation of aspiring leaders, changing it from a predominantly career orientation to a calling. However, this effect largely occurred on an explicit (extrinsic) level.Managerial implications: Organisations that wish to develop logo-leadership may consider using the life teachings and work of Frankl as a development tool.Contribution/value-add: This study contributes theoretically to a relatively new development within the field of Frankl’s logotherapy, leadership with meaning (logo-leadership). On apractical level, this study introduced the concept of logo-leadership for leadership development and suggests that leadership may be influenced by exposure to a leadership intervention.

scholarly journals The experienced impact of systems psychodynamic leadership coaching amongst professionals in a financial services organisation

2018 ◽  
Vol 21 (1) ◽  
Author(s):  
Frans Cilliers
Keyword(s):  
Leadership Development ◽  
Financial Services ◽  
Data Gathering ◽  
Leadership Role ◽  
Leadership Coaching ◽  
Leadership Identity ◽  
Leadership Behaviour ◽  
Psychology Perspective ◽  
Field Notes ◽  
Level Of Understanding

Background: Systems psychodynamic leadership coaching is a depth psychology perspective that provides opportunities for coachees to explore their leadership identity as it manifests in their conscious and unconscious role behaviour.Aim: The research aim was to explore the experienced impact of systems psychodynamic leadership coaching amongst professionals in a financial services organisation, and to report on how this impact can be understood in the context of the literature guidelines on coaching and leadership effectiveness.Setting: The research was undertaken in a large South African financial services organisation where individual leadership coaching forms part of the leadership development programme (LDP).Methods: The research was qualitative, explorative and descriptive in nature. A multi-case approach was used. Sampling was convenient and opportunistic and comprised of 15 charted accountants who attended six 90-min coaching sessions over 12 weeks. Data gathering comprised field notes and coachee essays during and after coaching. Hermeneutic phenomenology was used as the interpretive stance.Results: Anxiety, task, role, boundaries, authorisation and identity manifested as themes. Coachees explored how their leadership identity was informed by their anxiety and defence mechanisms, how they took up their leadership role, authorised themselves and their colleagues, and managed their boundaries effectively. Compared to the general guidelines for leadership coaching effectiveness and the general indicators for effective leadership, systems psychodynamic leadership coaching seems to add value to leadership effectiveness.Conclusion: Professionals in this financial services organisation experienced systems psychodynamic leadership coaching as demanding, challenging and yet fulfilling towards the exploration of their leadership identity. It seems that systems psychodynamics, as coaching stance, created a safe and good-enough container for these financial professionals to explore their own unconscious leadership behaviour and to gain a significant level of understanding and awareness of their own anxiety and defensive behaviours in their interaction with followers.

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