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ContextThe Achieve, Develop, Explore Programme for Trainees (ADEPT) Clinical Leadership Fellowship Programme was established in response to growing recommendations to underpin healthcare reconfiguration in Northern Ireland (NI) with a collective leadership strategy. This is a Clinical Leadership Fellows programme available to specialist, general practice and dental trainees in NI as an out of programme experience year. It is recruited competitively through a scored application followed by a 3-part interview. The fellowship programme is coordinated with host organisations, who sponsor fellows to work with organisational leaders in an apprentice model and undertake a self-directed project. This leadership training was provided by the HSC Leadership Centre until 2020, which supported achievement of an Institute of Leadership and Management (ILM) level 7 Certificate. The current 2021-22 cohort have joined the Faculty of Medical Leadership and Management (FMLM) Fellow Scheme.Issue/ChallengeWith the ADEPT programme now in its sixth year and many of its graduates consultants or general practitioners (GPs), a need was identified to assess how the fellowship has shaped participant career performance, decision making and views on leadership training. This study aimed to determine the demographics of ADEPT Fellows and evaluate the impact of the fellowship as perceived by ADEPT alumni on career goals, choices, achievements, and development of leadership skills related to the NHS Healthcare Leadership Model.Assessment of issue and analysis of its causesDemographic data for all ADEPT fellows was held centrally through Northern Ireland Medical and Dental Training Agency (NIMDTA) and assessed anonymously. A mixed-methods questionnaire was composed using Smart Survey. Likert-scale questions were designed to determine the extent to which participants believed ADEPT supported their development of strong and exemplary elements of the nine dimensions of the NHS Healthcare Leadership Model. This questionnaire was split into 4 sections;demographics and project outline, self-assessment of leadership skills before and after ADEPT, career planning and progression and suggestions for programme improvement. The questionnaire was distributed electronically to all ADEPT alumni in November 2021 and remained open for 4 weeks.ImpactThis study validates the usefulness of the ADEPT clinical leadership programme both at an individual and organisational level.InterventionThere have been 46 ADEPT fellows to date (72% female;all fellows were white). ADEPT fellows were most commonly from Psychiatry (33%), Paediatrics (17%) and Obstetrics and Gynaecology (15%). There were 19 responses from the alumni cohort of 46 (41%). 75% of respondents reported that their project resulted in publication, presentation or award. Leadership skill development was identified as best in Evaluating Information and Engaging the Team, whereas skills in Sharing the Vision and Developing Capability saw less improvement. The majority felt that the fellowship had been useful in securing their position as a consultant or general practitioner and 50% went on to pursue senior leadership positions.Key MessagesThe ADEPT Clinical Leadership Fellowship delivers effective leadership training as measured by the nine domains of the NHS Healthcare Leadership Model. It provides value for host organisations through the projects undertaken and by developing doctors who are more likely to engage in future formal leadership roles. ADEPT alumni saw the value in their leadership experience and felt it should be embedded in standard postgraduate training schemes to reach a wider audience.Lessons learntA recurring theme in the healthcare sector is that doctors who have gone through years of formal training often fail to recognise the innate leadership skills they have acquired on their journey to become a consultant. This was evident within the ADEPT group as the majority did not identify themselves as leaders prior to undertaking the fellowship. Distinguishing, nurturing and reframing these skills or use outside of the clinical area are important considerations when developing leadership training in healthcare.Strategy for improvementThe programme will require ongoing review especially given the increasing demand placed on healthcare leadership from the sequelae of the COVID pandemic and an aging society with complex health needs. A ten year follow up to include opinions on the FMLM Fellow Scheme is suggested.
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INTRODUCTION: MCH training programs in schools of public health provide specialized training to develop culturally competent and skilled MCH leaders who will play key roles in public health infrastructure. Previous literature has reported on the effectiveness of MCH training programs (e.g., number of trainees, improvement in knowledge/skills); less attention has been devoted to understanding factors influencing program implementation during times of rapid change, while considering internal and external contexts (e.g., global pandemic, social unrest, uncertainty of funding, mental health issues, and other crises). PURPOSE: This article describes a graduate-level MCH leadership training program and illustrates how an implementation science framework can inform the identification of determinants and lessons learned during one year of implementation of a multi-year program. ASSESSMENT: Findings reveal how CFIR can be applicable to a MCH training program and highlight how constructs across domains can interact and represent determinants that serve as both a barrier and facilitator. Key lessons learned included the value of accountability, flexibility, learner-centeredness, and partnerships. CONCLUSION: Findings may apply to other programs and settings and could advance innovative training efforts that necessitate attention to the multi-level stakeholder needs (e.g., student, program, institution, community, and local/regional/national levels). Applying CFIR could be useful when interpreting process and outcome evaluation data and transferring findings and lessons learned to other organizations and settings. Integrating implementation science specifically into MCH training programs could contribute to the rigor, adaptability, and dissemination efforts that are critical when learning and sharing best practices to expand leadership capacity efforts that aim to eliminate MCH disparities across systems.
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Education, Public Health Professional , Leadership , Humans , Program Evaluation , Implementation Science , Public Health/educationABSTRACT
Purpose: In today's turbulent world, Organizations are under pressure to perform and adapt to an ever-changing environment, creating stress on the employees, translating to direct and indirect costs to the organization. Among the difficulties the leader of today are facing, those of adaptive challenges are especially difficult. Mindful leadership pointed out that seeing the positive potential of change honestly and assessing a situation and have prospects for the future make people more effective leaders. Mindful leadership skills, mindset and practice are recognized as an effective approach to managing stress, and has benefits of attention, well-being and improve work performance which long been major concerns in organization in Myanmar, in the region and around the world. Power Systems of Zeya and Associated Company Limited (Power Systems of Z&A Company) with 44 employees was selected as a focal company for action research. A total of 16 attributes of the 3 variables: Mindful Leadership, Workplace Burnout and Work Performance had been identified.Design/Methodology/Approach: This research applied action research method which is comprised of mixed-method approach combining both qualitative and quantitative research design. Action Research Model was employed in conducting this research which focused on studying the impact of ODI on Mindful Leadership Development to reduce Employee workplace Burnout and Improving Work Performance. Quantitative data collection has made used of survey questionnaires and qualitative data was collected through observation method. The respondents were chosen from the employees of Power System Z&A Company.Findings: This research study was focused on a mindful leadership development pilot program that can aim to reduce the employees' work burnout level to improve the work performance at Z&A Company. The analyzed data prove that mindful leadership was improved, workplace burnout level was reduced in Post ODI period and they proved that they can handle their stressful and burnout condition. And work performance also improved after ODI. Therefore organization development intervention was significantly impacted on work performance.Practical Implications: According to this research, the researcher suggested two research titles to Z&A Company for further research consider on "Changing organizational culture's effectiveness on work burnout and work performance” and "Motivation in work from home life to reduce work burnout and improve work performance”.Originality/Value: The research contributes the conceptual framework, theoretical framework and action research framework in order meet the objectives of the study as well as contributing the guidelines of the organization for the next level of action plans to overcome the challenges in the uncertainty situation and Covid-19 Pandemic.
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Burnout represents a major and debilitating response to on-going job stress. Particularly with the pressures brought on by the COVID-19 pandemic, the medical profession has seen a dramatic critical rise in the level of stress and the frequency of burnout. A significant amount of research focusing on healthcare has been conducted over the last several years primarily directed to those members of the medical profession who provide direct services to patients. Unfortunately, hospital executives, administrators, and administrative teams have been largely excluded from this research. To rectify this problem, this study explores the way administrative team members describe their experiences with burnout in terms of educational growth and leadership development.The results of this study provide insights into three main areas: the perception of burnout as a health issue, the causes, sources, and effects of burnout among administrative healthcare administrators, and the effects of burnout on education and training. By better understanding the causes and consequences of burnout at the executive level and the training and leadership development interventions that can successfully address the sources of that burnout, healthcare leadership can be in a better position to guide and direct their organizations to provide the highest quality of care to their clients: the patients and their families who rely on the American health care system, often in life and death situations. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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The Problem. Scholars in the feedback-seeking domain have predominantly focused on employee feedback seeking. However, there is less known about feedback seeking when the leader is the seeker of feedback. This is unfortunate because in dynamic and uncertain environments, as presented by the COVID-19 crisis, leaders will need to seek feedback from others to develop a holistic view of the emerging situation and respond in a timely manner. The Solution. The authors make a case for leader feedback seeking by identifying its four potential benefits for leaders themselves and organizations. Subsequently, they discuss four human resource development practices that can promote leader feedback-seeking behavior within organizations. The Stakeholders. This article will benefit organizations that seek to encourage their leadership talent to seek feedback at work.
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Each summer over the past decade, the Chemical Engineering Department at the University of Washington has hosted the "Distinguished Young Scholars Seminar" (DYSS) series, bringing outstanding research trainees from top-tier programs around the country for day-long campus visits filled with student discussions, faculty meetings, mock interview questioning, and a research seminar. Here, we discuss the history and evolving structure of DYSS, highlighting prior successes and lessons learned, as well as opportunities for ongoing improvement.
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The authors taught students in an Executive Master's program in Jewish education how to recognize and manage Enduring Dilemmas, situations in which two prized Jewish values stand in tension with one another and cannot be enacted simultaneously. They explore how these educators draw on the leadership practice of Managing Enduring Dilemmas in their professional lives and highlight the power of this practice to bring a unique Jewish frame and semblance of order to complex situations and issues. They conclude by describing the process by which educators learn this practice and the implications for professional learning and leadership development.
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Pre COVID-19 there were a growing number of opportunities for study abroad across higher education in the United States, (Rosch & Haber-Curran, 2013, Martinez, 2012). This paper aims to examine phenomena surrounding outcomes of student abroad experiences while centering students' leadership learning. Centering leadership learning as a framework, findings indicate participants in the study grew in the of areas of leadership efficacy and capacity through the short-term study abroad.
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Within education, the online forum is becoming a preferred mode of study across the globe and the COVID-19 era highlights its importance. Research around online education has concentrated on the USA and Europe, and this study sought to redress the Western bias by exploring and comparing the perceptions of six post-graduate East-African students and lecturers at Pan Africa Christian University in Kenya on learning leadership online versus on-campus. It is debatable whether leaders are born or made, however, post-industrial theories embrace the concept that leadership is teachable. Semi-structured interviews were conducted, recorded, transcribed and thematically analysed, using a top-down approach, from a critical realist perspective. The results show that participants' leadership ideals synthesised Afrocentric perspectives of communality, with Western ideals of transformational and servant leadership. Furthermore, there are differences between perceptions of East-African students and lecturers on online leadership learning. Students preferred the online avatar experience, whilst lecturers preferred on-campus or blended methods of leadership studies. Face-to-face connection was deemed important by students and lecturers but impeded by the inability to see facial reactions using the current online platform. This exploratory study gives insight into an East-African experience and sends a clear message to Kenyan institutions to invest further in video technology. Future research could include a longitudinal study of destinations and successes of Kenyan University online leadership alumni. The impact of the global coronavirus pandemic, with lockdowns and social distancing, further underlines the importance of ongoing online leadership research and education across the world.
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This paper charts the recent history of the STEM Learning UK contracts with local Science Learning Partnerships (SLPs) and identifies what leadership has been made available to support the Early Years and Primary school sector. A case study approach is taken using 'Super SLP' hubs in England. Curriculum Hubs exist in core subject areas such as maths, English, science and computing. They have recently been expanded to include Behaviour Hubs. This forms the current DfE strategy of Teaching School Hubs (TSHs), i.e., to offer system support and a full career-length support for all stages of teacher-career and leadership development. This paper charts the changes to the Early Years (EY) and Primary teacher support networks, in science particularly, and examines what they provide and how this can be improved, and discusses, through session evaluation and feedback, what teachers have appreciated the most.
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Student learning outcomes assessment, when done right, is an ongoing and systematic process. Faculty and staff for leadership education programs often struggle to develop a comprehensive approach to assess the effectiveness of their programs, especially when those programs are offered through multiple modes of instruction. One department at a Midwestern public university has developed a thorough, five-stage process which any leadership education program can follow, regardless of size or method of delivery. This department considers three modes of instruction, including face-to-face on a traditional American campus, asynchronous online, and face-to-face at foreign universities via international partnerships. This manuscript describes the comprehensive process and offers readers considerations for implementation at their own institution.
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Community leaders working in Black communities are faced with countless challenges yet require unique skills for which evidence-based training is often limited or difficult to find. The current study employed a mixed-methods approach using archival data to evaluate a promising and much needed neighborhood leadership program for Black community leaders, the Bunting Neighborhood Leadership Program. The three primary foci of the program were to examine who were selected as fellows, the goals fellows presented with upon entering the program, and the primary outcomes following immediate program completion and follow-up. Nineteen fellows have matriculated through the program, and all completed pre- and post-surveys, and were each contacted about current awards and other leadership successes. Additionally, seven fellows were interviewed about their experiences with and outcomes following the program. Surveys demonstrated important gains in knowledge and skill development for fellows. Following participation, many fellows developed their own organizations, and some secured funding and received awards for their community leadership work. Three key themes emerged from coded interviews, namely (1) characteristics of those who seek a community leadership training, (2) successes in community impact and activities observed among fellows following program completion, and (3) skills-based outcomes for fellows following program completion. The COVID-19 pandemic and killings of Black civilians by police also impacted participants' responses. The role of blackness in Black community leadership was observed across themes that emerged. Overall, this is a promising community leadership program with important implications for leaders who serve Black communities.
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The efficacy of leadership training on undergraduate engineering and technology students before and during the COVID-19 pandemic was examined. A leadership development program (LDP) at Southern Illinois University Carbondale (SIUC) emphasized active involvement and interpersonal relationship among participants to build a community of STEM leaders. The LDP recruited academically talented and economically disadvantaged STEM majors from partner community colleges and trained them as leaders. The directors framed the LPD within Social Interdependence Theory to promote and enable students to cooperatively learn to lead themselves, build leadership skills, and participate in leadership teams. The COVID-19 pandemic imposed extra challenges on implementing this model when teaching and learning switched to an online modality. Program organizers followed the program tenets and “Challenged the Process” to find innovative ways to maintain connections among and with students. Working together, students learned to apply their leadership training by organizing and completing service projects. Additionally, students practiced leadership skills within registered student organizations. Through dedication by students and coaches, the program exceeded expectations through the pandemic. The LDP continued with 100% graduation and 100% retention rates. Students in the LDP continued to show large, statistically significant gains in Leadership Self-efficacy, Motivation to Lead, and Grit compared to peers. This model of leadership development conceptually framed within the Social Interdependence Theory was effective. The LDP at SIUC is an exemplary program and could be a model for engineering leadership programs to follow. © American Society for Engineering Education, 2022.
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The role of leadership motivation is the cornerstone of organizational excellence. The 21st Century embarked with a variety of new and unique challenges that has impacted the health sector organizational structure. The spiraling effect continues as new measures are researched and continuing scholarly research is conducted. There are barriers within the role of leadership and notable impacts that these barriers have on the culturally diverse multigenerational workforce in the health sector. The leadership role embarks on an integral role in the process of motivating generational cohorts within the health sector organization. Utilizing effective leadership development, leadership styles, effective communication, and motivating employees effectively to bring about constant growth, change, building trust, and breaking down the barriers within an organization through all generational interaction and engagement to bring about integral brilliance that can truly make a global difference for generations to come. The purpose of this quantitative quasi-experimental research design study was to determine the relationship of trust measurement scores between cohorts and health leadership management teams and to improve the professional development training programs in the health care industry. Researching effects of leaders and their role of leadership motivation can help provide new insights into the application of leadership training and implementation of development of leadership training programs, while also helping to build trust and repertoire of effective leadership techniques across a multigenerational workforce. An electronic survey was utilized obtaining data from health sector generational cohorts. A MANOVA was used to address the research questions. The null hypotheses (H10 and H20) therefore were rejected, further suggesting that there were significant differences in autonomy (satisfaction/frustration) by generational cohorts. The approach of utilizing a quantitative study was favorable in the overall delivery of quantifiable responses, to demonstrate how effective professional development programs can be used to foster employee turnover and collaboration. Within the last year our world has experienced unforeseen changes due to the COVID-19 pandemic. The economy, employment levels, and organizational growth have been affected. Research should be considered that could further evaluate the motivational needs of the health sector generational cohorts before, during, and after the present-day threats have concluded. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Near the end of February 2020, the Art Education Club officers at California State University, Northridge introduced members to a collaborative collage artmaking project, inspired by Marty McCutcheon's "Check It Out" project. Club members--preservice art education students, mentor art teachers, and higher education faculty--had recently voted to meet more than once a month for artmaking opportunities. These new events were organized around creating work together to promote individual and collaborative experiences while strengthening relationships and building leadership capacity. With 18 club members, partners, friends, and children in attendance at the February artmaking evening participants shared ideas and stories, creating a lively environment and excitement about exchanging projects. The plan was to leave with someone else's collage, adding to it over the month, bringing it to the next meeting scheduled for the end of March, viewing works in progress, and exchanging them for another collage to contribute to. This opportunity to make art together, although physically distanced, connected participants in unexpected ways during this time of isolation.