Good intentions gone awry: investigating a strategically oriented MLD program

2020 ◽  
Vol 39 (3) ◽  
pp. 334-354
Author(s):  
Magnus Larsson ◽  
Melissa Carsten ◽  
Morten Knudsen
Keyword(s):  
Leadership Development ◽  
Social Identity Theory ◽  
Middle Managers ◽  
Development Program ◽  
Social Identification ◽  
Strategic Action ◽  
Complex Organizations ◽  
Content Type ◽  
Cascading Effects ◽  
Organizational Attitudes

PurposeComplex organizations increasingly rely on middle managers as strategic linking-pins between the top and bottom levels of the organization. Using social identity theory and commitment theory as the foundation, this study evaluates a management and leadership development program (MLDP) intended to engage middle managers as strategy creators and implementers. We also evaluate the cascading effects of leadership development by assessing changes in subordinates' identification with the leader, and commitment to the work unit and organization.Design/methodology/approachUsing a sample of 107 manager participants and 913 of their subordinates, this study measures differences in both manager and subordinate identification and commitment prior to and after the completion of a 6 months strategically oriented MLDP.FindingsDespite the organizations' best intentions, manager identification with and commitment to the organization decreased after completion of the MLDP. Similarly, subordinates identification with the leader and commitment to the organization also decreased at Time 2.Research limitations/implicationsThe results paint a complex picture of the nuances of social identification as an outcome of MLDPs, and problematize the notion of cascading effects on subordinates within the organization. Researchers are encouraged to further examine organizational attitudes and perceptions as outcomes of MLDPs.Practical implicationsSuggestions are offered regarding how practitioners can manage strategically oriented MLDPs in order to avoid identity confusion and promote strategic action.Originality/valueStrategically oriented MLDPs are increasingly popular in organizations. This study is one of the first to evaluate the theoretical mechanisms through which these programs may affect managers and problematize these effects for complex organizations.

Effectiveness of full range leadership development among middle managers

2015 ◽  
Vol 34 (9) ◽  
pp. 1161-1180 ◽  
Author(s):  
Teerapun Chaimongkonrojna ◽  
Peter Steane
Keyword(s):  
Transformational Leadership ◽  
Leadership Development ◽  
Effective Leadership ◽  
Middle Managers ◽  
Leadership Behaviors ◽  
Full Range ◽  
Development Program ◽  
Content Type ◽  
Full Range Leadership ◽  
The Impact

Purpose – The purpose of this paper is to examine the impact of the Full Range Leadership Development Program (FR-LDP) of middle managers of a furniture company in Thailand and explore how they experience the leadership development phenomenon. It addresses the fundamental question of how effective leadership behaviors occur and are sustained. Design/methodology/approach – In total, 31 middle managers completed a six-month multi-methods development program of three alternating training sessions and on-the-job practice. A 360-degree feedback survey of the Multifactor Leadership Questionnaire 5X Short, comprising 284 questionnaires of “leaders” and “raters,” was used to measure the change in effective leadership behaviors and the overall leadership outcome. A sub-sample of 20 participants from these managers was selected for in-depth interviews at the end of the intervention. Semi-structured interviews and critical incident analysis was applied to understand the leadership experience of these managers. Findings – The study revealed that leadership behavior and overall outcome performance had improved over the course of the FR-LDP. The program did contribute positively to individual learning. Sustained effectiveness was not due solely to the development or intervention process, but also on individual objectives and action, together with supervisor interest and support. Research limitations/implications – The study provides a valid, in-depth insight into leadership in Thailand, which has practical application. However, the size of the sample may not be sufficient for broad generalizations in other cultural contexts or environments. Originality/value – The study extends the understanding of how middle managers develop transformational leadership in Thailand. The study contributes to how middle managers learn what they need to know, how they get to know it and factors that influence their practice of transformational leadership in their workplace. The findings provide to organizations options on resources, talent retention and sustaining organizational performance.

scholarly journals The role of integrated offline/online social activity and social identification in Facebook citizenship behaviour formation

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zeeshan Ahmed Bhatti ◽  
Ghulam Ali Arain ◽  
Hina Mahboob Yasin ◽  
Muhammad Asif Khan ◽  
Muhammad Shakaib Akram
Keyword(s):  
Social Identity ◽  
Social Identity Theory ◽  
Identity Theory ◽  
Theoretical Perspective ◽  
Social Groups ◽  
Social Activity ◽  
Past Research ◽  
Social Identification ◽  
Content Type ◽  
Activity Integration

PurposeDrawing on social identity theory and prosocial behaviour research, this study explores how people's integration of their offline and online social activities through Facebook cultivates their Facebook citizenship behaviour (FCB). It also offers further insight into the underlying mechanism of offline and online social activity integration - FCB relation by investigating people's social identification with their offline and online social groups as possible mediators.Design/methodology/approachBased on social identity theory (SIT) literature, community citizenship behaviour and offline-online social activity integration through Facebook, we developed a conceptual model, which was empirically tested using data from 308 Facebook usersFindingsThe results confirm that the participants' offline-online social activity integration via Facebook is positively linked to their FCB. Further, the integration of offline and online social activity through Facebook positively affects how a person identifies with their offline and online social groups, which in turn causes them to display FCB. In addition, offline/online social identification mediates the integration – FCB relation.Practical implicationsIn practice, it is interesting to see people's tendency towards altruistic behaviours within groups they like to associate themselves with. Those who share their Facebook network with their offline friends can use such network to seek help and support.Originality/valueFrom a theoretical perspective, unlike past research, this study examines how individuals' offline-online social activity integration via Facebook helps them associate with groups. In addition, this study investigates social identification from an offline and online perspective.

Identifying high potentials early: case study

2018 ◽  
Vol 37 (9/10) ◽  
pp. 684-696 ◽  
Author(s):  
Igor Kotlyar
Keyword(s):  
Leadership Development ◽  
University Students ◽  
Early Stage ◽  
Development Program ◽  
Content Type ◽  
Leadership Potential ◽  
High Potentials ◽  
Early Case ◽  
Leadership Development Program

Purpose Driven by a shortage of leadership capacity, companies are seeking to identify leadership talent earlier. Some companies are introducing programs to identify leadership potential among university students and then hire “high potentials” directly into management designate roles. The purpose of this paper is to explore one such early-stage leadership development program. Currently, little information is available about these initiatives. Design/methodology/approach Case study based on interviews with 18 managers and director of HR and archival employee records. Findings This case study provides a detailed description of an early-stage leadership identification and development program. This program has been developed to identify leadership talent among senior university students prior to hiring and onboarding, provide support, training and development and fast-track them into leadership positions. The study provides insight into the challenges and effectiveness of an early-stage leadership program and offers some practical implications. Originality/value To the author’s knowledge, this is the first study to document a leadership development program that identifies “high potentials” among university students for the purpose of developing them into company leaders.

Towards understanding a multi-stakeholder approach in a youth leadership development program

2016 ◽  
Vol 12 (2) ◽  
pp. 143-153
Author(s):  
Manuel J. De Vera ◽  
Jose Enrique R. Corpus ◽  
Donn David P. Ramos
Keyword(s):  
Leadership Development ◽  
Stakeholder Engagement ◽  
Development Program ◽  
Theory And Practice ◽  
Youth Leadership ◽  
Content Type ◽  
Stakeholder Approach ◽  
Youth Leaders ◽  
Youth Leadership Development ◽  
Multi Stakeholder

Purpose The purpose of this paper is to explore the experiences gained by participants of youth leadership development (YLD) programs that introduce multi-stakeholder processes as part of its training within the last five years. Moreover, the study delves into how participants are able to apply leadership and multi-stakeholder processes in their everyday lives and in their communities. Design/methodology/approach A perception survey of 41 respondents was conducted to examine leadership concepts identified and youth leadership practices in different social reform contexts. Findings Diverse challenges in terms of multi-stakeholder mobilization were evident in youth leaders’ engagement in communities. In spite of this, the YLD programs’ emphasis on multi-stakeholder process is very much embedded in the current youth leaders’ practice. Research limitations/implications The study contributes to the conduct of YLD programs, as well as on stakeholder engagement. Moreover, it contributes to advancing public leadership theory and practice by demonstrating how it extends to youth leadership experiences. Practical implications Multiple dimensions of YLD, especially in the realm of multi-stakeholder engagement, are discussed that may contribute to YLD programs. Originality/value To the best of knowledge, the authors provide the first study that investigates the contribution of the Bridging Leadership Framework that utilizes a multi-stakeholder approach in a YLD program using empirical data.

Fueling leadership in yourself: a leadership development program for all types of health-care workers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nathan Houchens ◽  
Stacy L. Sivils ◽  
Elizabeth Koester ◽  
David Ratz ◽  
Jennifer Ridenour ◽  
...  
Keyword(s):  
Health Care ◽  
Leadership Development ◽  
Experiential Learning ◽  
Employee Engagement ◽  
Health Care Workers ◽  
Development Program ◽  
Learning Methods ◽  
Content Type ◽  
Daily Work ◽  
Care Workers

Purpose Leadership development may be a key strategy to enhance job satisfaction, reduce burnout and improve patient safety in health-care systems. This study aims to assess feasibility of a leadership development series in an effort to invigorate a collaborative culture, create peer networks and elevate autonomy in daily work. Design/methodology/approach The authors implemented a collectivistic leadership development series titled Fueling Leadership in Yourself. The series was designed for all types of health-care workers in the medicine service at a tertiary referral center for veterans. Two series of leadership development sessions with varied experiential learning methods were facilitated by content experts. Subjects focused on leadership approaches and attributes applicable to all roles within a health-care system. The authors collected participant perceptions using pre- and post-series surveys. Primary outcomes were understanding and applicability of leadership concepts, employee engagement in leadership, satisfaction with training and work environment and qualitative reflections. Findings A total of 26 respondents (of 38 participants) from 8 departments and several role types increased their knowledge of leadership techniques, were highly satisfied with and would recommend the series and found leadership principles applicable to their daily work. Participants continued to use skills years after the series. Practical implications Short, intermittent, collectivistic leadership development sessions appear effective in expanding knowledge, satisfaction and skills used in daily practice for a diverse group of health-care workers. Originality/value Novel programmatic aspects included inviting all types of health-care workers, practicing universally applicable content and using a variety of active, experiential learning methods.

Embracing leadership: a multi-faceted model of leader identity development

2015 ◽  
Vol 36 (6) ◽  
pp. 630-656 ◽  
Author(s):  
Wei Zheng ◽  
Douglas Muir
Keyword(s):  
Leadership Development ◽  
Identity Development ◽  
Development Program ◽  
Lay Leadership ◽  
Learning And Development ◽  
Content Type ◽  
Leader Identity ◽  
Development Professionals ◽  
Self Knowledge ◽  
Identity Changes

Purpose – Leadership development has been replete with a skill-based focus. However, learning and development can be constrained by the deeper level, hidden self-knowledge that influences how people process information and construct meaning. The purpose of this paper is to answer the question of how people construct and develop their leader identity. The authors intend to shed light on the critical facets of identity changes that occur as individuals grapple with existing understanding of the self and of leadership, transform them, and absorb new personalized notions of leadership into their identity, resulting in a higher level of confidence acting in the leadership domain. Design/methodology/approach – The authors conducted a grounded theory study of participants and their mentors in a lay leadership development program in a Catholic diocese. The authors inductively drew a conceptual model describing how leader identity evolves. Findings – The findings suggested that leader identity development was not a uni-dimensional event. Rather, it was a multi-faceted process that encompassed three key facets of identity development: expanding boundaries, recognizing interdependences, and discerning purpose. Further, it is the co-evolvement of these three facets and people’s broadening understanding of leadership that led to a more salient leader identity. Research limitations/implications – The model addresses the gap in literature on how leader identity develops specifically. It enriches and expands existing knowledge on leader identity development by answering the question of what specific changes are entailed when an individual constructs his or her identity as a leader. Practical implications – The findings could be used to guide leadership development professionals to build targeted learning activities around key components of leader identity development, diagnose where people are in their leadership journey, set personalized goals with them, and provide pointed feedback to learners in the process of developing their leader identity. Originality/value – The authors provide an in-depth and integrative account of the contents and mechanisms involved in the construction of the leader identity. The authors zero in on the critical transformations entailed in the process to establish and develop a leader identity.

scholarly journals Academic leadership development programs: a model for sustained institutional change

2014 ◽  
Vol 27 (6) ◽  
pp. 1008-1024 ◽  
Author(s):  
Ortrun Zuber-Skerritt ◽  
Ina Louw
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Institutional Change ◽  
Process Model ◽  
Academic Staff ◽  
Action Learning ◽  
Development Program ◽  
Theory And Practice ◽  
Content Type ◽  
Multiplier Effect

Purpose – The purpose of this paper is to evaluate a leadership development program (LDP) for senior academic staff on “qualitative research” after two years to establish the success, limitations and overall impact of the program in terms of personal, professional and organizational benefits. Design/methodology/approach – The paper presents the background, outline of the LDP and evaluation of results through participant feedback: at the end of the program; and after two years, using a “participatory action learning and action research” (PALAR) approach. Findings – All participants were very positive about the design, conduct and learning outcomes of the program in terms of their own and their students’ learning during and after the program. But although the workshop had prepared them, some had not cascaded their learning and skills by conducting similar programs in their department, faculty or university wide, which was one of the main original objectives to achieve a multiplier effect across the institution. The authors discuss various reasons for this shortcoming and develop a process model for positive institutional change management in higher education. Research limitations/implications – Medium- and long-term effects of an LDP need to be followed up after a timespan of one to three or five years to establish whether the development has been effective and sustainable and to learn from limitations and shortcomings for future R&D activities. Practical implications – The authors identify the limitations and suggest practical institutional changes that encourage cascading of learning in theory and practice with a multiplier effect. Social implications – The paper aims to assist higher education institutions to ensure sustainability in their LDPs. Originality/value – The process model for leadership development in higher education can be adopted, adapted or further developed by other scholars interested in designing, conducting and evaluating a sustainable LDP in their field and organization.

Global leaders’ perceptions of elements required for effective leadership development in the twenty-first century

2017 ◽  
Vol 38 (8) ◽  
pp. 1038-1056 ◽  
Author(s):  
Rob Elkington ◽  
Noel James Pearse ◽  
Jennifer Moss ◽  
Madeleine Van der Steege ◽  
Suzanne Martin
Keyword(s):  
Leadership Development ◽  
Development Strategy ◽  
Delphi Study ◽  
Effective Leadership ◽  
Development Program ◽  
Current Data ◽  
First Century ◽  
Content Type ◽  
Four Dimensions ◽  
Twenty First Century

Purpose The purpose of this paper is to develop a clear answer to the question “how is leadership developed?” This research utilized the knowledge of leadership development experts and their collective expertise to identify the critical elements required for a high-quality leadership development program. Design/methodology/approach The Lockean Inquiring System approach to the Delphi technique was used to solicit the views of experts in leadership and leadership development from around the world. Experts for Round 1 of the Delphi were drawn from a random sampling of 100 people, comprising leadership researchers, coaches, and organizational leaders, not personally known to the lead researcher of this project, but in his LinkedIn network. A response rate of 13 percent (n=13) yielded a rich range of qualitative data. Responses from the first round of the Delphi were analyzed using open coding and categorized into four themes, representing four sets of competencies required of leaders. Findings The four themes were labeled as contextual, human capital, social capital, and structural capital, all of which were seen by participants as being central to the development of collective leadership. Based on these themes, this paper identifies a useful list of key leadership development tactics from which those wishing to develop a leadership program can work. Research limitations/implications As the first round of a Delphi study, the authors are limited to presenting only the key elementary empirical judgments. Subsequent study with an expanded sample size and a refined set of questions rooted in the current data will contribute further to the development of factual propositions related to leadership development for the twenty-first century. The Delphi survey is a “snapshot” approach and presents a holographic-type image of the complex whole. The authors plan to triangulate the data by significantly expanding the pool of Delphi experts and conducting the Round 1 survey a second time with a larger international group of respondents that fit the criteria of expert. Practical implications This paper presents four dimensions of an effective leadership development strategy. Originality/value Core elements of the best methods for leadership development have been identified by leadership development experts, which serve as a basis for developing leadership as a collective, and for further research.

Learning to lead from outsiders

2015 ◽  
Vol 34 (10) ◽  
pp. 1262-1271 ◽  
Author(s):  
Igor Kotlyar ◽  
Julia Richardson ◽  
Len Karakowsky
Keyword(s):  
Leadership Development ◽  
Qualitative Methodology ◽  
Peer Coaching ◽  
Development Program ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Content Type ◽  
Personal Coaching ◽  
Leadership Development Program ◽  
Depth Interviews

Purpose – An increasingly popular method of facilitating employee and leadership development is via a career community (Parker et al., 2004), where individuals self-organize to obtain career support. This study was driven by the following research question: how do external peer coaching groups – which are a form of career community – impact leadership development? The purpose of this paper is to report the findings of a research study that examined one such career community focussed on providing peer coaching for managers in business organizations. The authors conducted in-depth interviews with participants who attended a leadership development program that was based on harnessing a career community for the purpose of peer coaching. The authors report the results of the study and its implications for leadership development programs. Design/methodology/approach – The authors chose a qualitative methodology to conduct this exploratory examination, where the authors conducted in-depth interviews with participants in a unique leadership development program which involved peer group coaching supplemented by one-on-one personal coaching. A key reason for adopting a qualitative methodology was that the authors were looking for a deeper understanding of interviewees’ perceptions and experiences regarding peer coaching. The first component of the leadership program involved eight peer coaching sessions over a 12-month period. Participants met in small, exclusive groups – typically in cohorts of seven to eight peers, but as many as 12 peers – every six weeks to discuss a variety of topics relevant to their jobs and stage of career and to provide each other with peer coaching and advice. Each group was comprised of people from different organizations. Sessions were led by a facilitator and lasted three hours each. The authors conducted in-depth interviews with 17 graduates of the program. The sample comprised 14 women and three men. Interviews were audio taped and transcribed verbatim and then analyzed using thematic analysis (King, 2004) to identify the key themes in interviewees’ experiences of the respective program. Findings – Thematic interpretation of participants’ responses yielded the following four major themes: first, the value of a learning community; second, the utility of a formal approach to peer coaching; third, the value of diversity and “externality”; and fourth, the value of an open learning environment (each fully described in the manuscript). The study revealed that external peer coaching and personal coaching deliver distinct types of value as part of a complete leadership development program. Research limitations/implications – This was a case study and specific to one leadership development program. Consequently, the authors cannot necessarily generalize the findings. Practical implications – The findings draw critical attention to the major contribution that learning communities can make toward leadership development. Although many leadership development programs assume that “leadership” is best learned from top leaders (e.g. Presidents and CEOs), organizations can acquire unique benefits by leveraging the concept of peer coaching, which can produce substantial results by having managers at the same organizational level learn from each other. In addition, the study underscores the potential value of external sources of peer coaching and leader development. Organizations may further maximize such benefits by sending their mid and senior-level managers to external peer coaching programs, which can deliver unique value in addition to any internal leadership development initiatives. Social implications – This study underscores the need to better bridge the gap between two literatures – careers and leadership development. Career scholars explore the activities involved in developing careers (e.g. career communities) and leadership development scholars explore activities involved in developing leaders. This study demonstrates the value of integrating knowledge from both these literatures to suggest that learning communities can impact leadership development in significant and positive ways. Originality/value – This study makes a novel contribution to the literature addressing leadership development. It draws attention to the use of career communities for leadership development – an issue which has largely been ignored. In addition, while much of the extant research has focussed on either academic or student participants, the study focussed on business professionals. Few studies have examined the use of peers from outside organizations to serve as coaches for leadership development.

Preparing anesthesiology residents to lead: a leadership seminar

2019 ◽  
Vol 33 (1) ◽  
pp. 101-111
Author(s):  
Danielle Cobb ◽  
Timothy W. Martin ◽  
Terrie Vasilopoulos ◽  
Erik W. Black ◽  
Chris R. Giordano
Keyword(s):  
Health Care ◽  
Leadership Development ◽  
Leadership Training ◽  
Health Care Professionals ◽  
Leadership Skills ◽  
Development Program ◽  
Control Group ◽  
Clinical Leadership ◽  
Content Type ◽  
Leadership Development Program

Purpose The purpose of this paper is to discuss a unique leadership curriculum developed at the University of Florida and its impact on the leadership skills and values of the anesthesiology residents since its conception. The authors instituted a voluntary anesthesiology residency leadership development program at their institution to fill a perceived gap in leadership training. Mounting evidence reveals that strong clinical leadership skills improve outcomes for patients and health-care institutions. Additionally, this growing body of literature indicates that optimal outcomes result from effective team behaviors and skills, which are directed through the requisite clinical leadership. Unfortunately, adding leadership training into the existing medical education curriculum is a formidable challenge regardless of the level of learner. Design/methodology/approach To evaluate learners, the authors used the Aspiring leaders in Healthcare-Empowering individuals, Achieving excellence, Developing talents instrument, which is a validated and reliable assessment of leadership competency in health-care professionals. In 2017, the authors surveyed the past five graduating classes from the department (classes of 2012-2016), using the two graduating classes before the program’s implementation as a historical control group. Findings The survey was sent to 96 people, of whom 70 responded (73 per cent). Those participants who usually or always participated in the program responded with higher leadership-readiness skills scores than those who occasionally, rarely or never participated in the program. Notably, those who had participated in another leadership development course at any time had higher skills scores than those who had never participated. Originality/value The study’s data provide evidence that residents who either, often or always participated in the leadership development program perceived themselves to be better equipped to become effective health-care leaders as opposed to residents who never, rarely or occasionally participated.

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