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How can crisis leadership be developed before an organisational crisis occurs? This article addresses this important question by reviewing three individual‐level leadership perspectives (leader personality traits, leadership styles, and functional leadership) and three organisational level perspectives (leadership as contextual, leadership as collective, and leadership as dynamic), on how to develop crisis leadership with regard to recruitment, selection, and training. While crisis leadership is often perceived as something individual "leaders are born with" or as a variant of general leadership abilities, such an understanding leaves much to chance in terms of who will be effective leaders in a crisis, as well as the development of leadership capacity in organisations before a crisis actually occurs. This passive approach not only contradicts research on what constitutes effective crisis leadership but also is perceived to be unethical in terms of the potential consequences ineffective leadership can have in a crisis. This article provides an integrative overview of current and hitherto dispersed crisis leadership development research, showing how recruitment, selection and training to achieve collective crisis leadership capacity encompasses switching between organisational and individual level perspectives. We suggest implications for theory and future research as well as for practitioners responsible for developing crisis leadership in organisations. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background & Purpose: The leadership development (LD) is one of the main issues in organizations, and without having the necessary skills and trying to strengthen them in the long term, one cannot expect to progress and achieve goals. In pioneering organizations, LD is considered as an enabling and important capacity. Thus, the aim of this research is to present the LD framework in Melli Bank. Methodology: This research is practical and qualitative. In this research, the collected data are analyzed using multi grounded theory approach. Research participants include 20 experts and senior managers of Melli Bank, and university professors who were selected through theoretical sampling method. Findings: The main phenomenon of LD has two categories: individual LD (human capital) and collective LD (social capital). Also, factors affecting the LD include external and internal organizational factors as well as individual and collective strategies. The context of LD includes political, social, economic, environmental factors, instability and risk, and management systems. LD enablers include the categories of macro-policy, management development, coordination and coherence, provision of resources and management of service operations. The functions of LD include individual, organizational, and extra-organizational growth. Conclusion: Leadership development is considered as a multidimensional process that requires a person's knowledge and the environment, development of communication skills, and effective interactions with group members. The development of collective leadership is the main result of this research and it means strengthening and expanding the skills, characteristics, and strengths related to a team. [ABSTRACT FROM AUTHOR]

Background. The University of Botswana Faculty of Medicine (UB FOM) is the only medical school in Botswana, and was opened to address shortages that other workforce strategies were not achieving at a sufficient rate. The UB FOM programme involves early patient contact at all levels of healthcare. Newly-graduated doctors are expected to perform managerial responsibilities, a role which few medical curricula include formal training for. Objectives. To explore the perceptions of graduates and medical educators (MEs) on the leadership and management training in the medical curriculum in Botswana. Methods. A non-theory driven qualitative study using thematic analysis was conducted. Twelve MEs and graduates from UB FOM were interviewed. Semi-structured interviews were conducted until data saturation was reached. Data were transcribed and analysed. Results. Two themes were developed: Starting small to be tall and Planting the seeds. Theme 1 describes the explicit messages of being future managers and leaders unaccompanied by formal training. Theme 2 acknowledges the insufficient training and describes the call for scaffolded longitudinal leadership and management teaching, and enhanced interprofessional education. Conclusion. Elements of leadership and management training are already included within the curriculum. The health system expectation that these graduates will immediately assume leadership and management responsibilities necessitates the strengthening of these aspects. The inclusion of critical content and further expansion of interprofessional education can be considered. The UB FOM is in a position to actualise its identified leadership and management competencies to serve the needs of its graduates and those in their care. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has seriously affected the global supply chain because many links in the chain have been broken or severely delayed. Different epidemic response policies from other countries also have had a significant impact on logistics activities and the operations of businesses. The considerable influence of this pandemic also has caused companies to change their strategies for risk management and apply advanced technologies to handle disruption in the future. This study explores the pandemic's impact on the decision to apply Industry 4.0 technology in the production process using qualitative research. The leaders from 4 selected manufacturing firms were interviewed with open-end questions and thematic and cross-case analyses were applied to analyze their strategic orientation to use Industry 4.0 technology in their businesses during and after COVID-19. The results show that COVID-19 influenced the decision to implement Industry 4.0 technology in international and local companies within the global market. In contrast, the pandemic has not affected the decision to implement Industry 4.0 technology in a local company with a local market. The following policy recommendations are based on these findings. The government should establish a policy to provide vital support to local SMEs because their employee capability is too low to implement Industry 4.0 technology and deal with the pandemic crisis. Moreover, executive training for giving essential knowledge for Industry 4.0 should be provided to the owners of SMEs. [ABSTRACT FROM AUTHOR]

The development and practice of good leadership skills (distinct from management skills) enhances both an individual's career development, and their organization. However, universities are known to present unique issues around the development, and practice, of good leadership. Good leadership skills should be considered essential for university staff who train (and mentor) staff or students. Currently, there is no clear evidence that staff in the biological (life) sciences undergo formal (routine) leadership skills training (or appraisal). Furthermore, what leadership training this group needs, or wants, is unknown. A questionnaire was designed to explore leadership dimensions (roles, training, perceptions, and attitudes), and incorporated the Leadership Attitudes and Belief scale (LABS) instrument. Including LABS allows evaluation of leadership attitudes as either Systemic (individual responsibility) or Hierarchical (chain-of-command). Self-selecting biological science academics and staff were recruited using an online survey. Analysis focused on academic staff (lecturer/Assistant professor, and above), and explored the relationship of leadership dimensions with key categories (career stage, gender, age, role, and professional experience). Staff were found to be knowledgeable about what leadership is, but strongly desire formal training in leadership skills and practice. Importantly, staff did not have access to specific leadership training (but did have access to management training), but felt strongly that gaining leadership skills would improve their professional skill set. Analysis found that academics in the biological sciences were oriented towards Systemic leadership, a more collective and supportive approach. It was clear that while good leadership skills are highly valued by academic staff, in practice these skills are underprovided in the biological sciences workplace. This work provides a profile, and benchmark, of leadership (current skills, and desired needs) in the biological sciences. These results provide evidence for the need to embed specific leadership skills training into professional development (and teaching) programmes in the biological sciences. [ABSTRACT FROM AUTHOR]

The present study sifts the indirect role of psychological capital (PsyCap) in linking authentic leadership (AL) and job performance (JP). Furthermore, this study investigates the interplay of AL and perceived organizational support (POS) in PsyCap. We tested these assumptions through PROCESS macro with two sources of data collected from 350 employees and their respective colleagues working in education sector organizations in China. The study findings established that AL positively influences employee performance directly and indirectly through PsyCap. POS moderates the effects of AL on PsyCap such that this relationship gets more pronounced in individuals with high levels of POS. All organizations in the education sector can benefit from the current study’s practical application. We recommend that firms create and implement these training programs to improve JP since AL is favorably correlated with JP. The organization should pick executives with a vision to encourage e-JP. To promote this behavior, firms can also hold management training seminars, conferences, and programs. Making performance a clear necessity within job criteria will encourage it among personnel. To achieve great results, top management and leadership must inform the workforce about the importance of authentic behavior in the workplace. [ABSTRACT FROM AUTHOR]

Copyright of Saber, Ciencia y Libertas is the property of Saber, Ciencia y Libertad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While gender diversity in leadership has been shown to benefit organizations and promote innovations, women continue to be underrepresented in leadership positions in the industry sector. With increasing numbers of women pursuing PhDs in science, technology, engineering, and mathematics fields, it is critical to examine how PhD programs contribute to the career paths of PhDs. This study examines the role of doctoral education preparation in communication, management, and technical skills, as well as post-PhD early career management training (ECMT), on PhDs' attainment of leadership positions in industry. Data come from the National Science Foundation Survey of Doctorate Recipients, National Science Foundation Survey of Earned Doctorates, and National Research Council Rankings of PhD programs. Using regression analyses, results indicate that ECMT is associated with a higher likelihood of attainment of leadership positions. PhD preparation in management skills also contributes to the attainment of leadership positions. Previous literature has shown that structural inequities and workplace bias contribute to limiting women's progress to leadership positions and that it is critical to address systemic and workplace biases. Research findings suggest that PhD program preparation and increased access to professional development opportunities can help contribute to the enhancement of women's pathways to leadership roles. Structural changes in doctoral education preparation in management skills and increases in ECMT opportunities offered by employers also have the potential to increase the participation of STEM PhDs in leadership roles in industry. [ABSTRACT FROM AUTHOR]

There is still a wide quality gap between State Universities (SU) and Private Universities (PU) in Indonesia. This research aims to find the strategy pattern of Nahdlatul Ulama University (NUU) in the development of quality management through gender equality-based leadership. The pattern can be seen by using qualitative phenomenological research through interviews with the informants. Data analysis is done in five stages, namely writing all transcripts of interview results, finding statements about research focus, grouping these statements into meaningful units, and constructing all explanations about the meaning and essence of the informant's experience. The results showed that NUU implemented four strategies in the development of quality management through gender equality-based leadership, namely (1) Optimization of the functions of the Center for Women Studies (CWS) and comparative studies, (2) Providing equal opportunities for female and male lecturers to develop their careers, (3) Determining leadership through selection based on specified requirements, and (4) Providing opportunities and support to women to lead. Therefore, the right person would be elected as the leadership to further develop the quality management at NUU. The findings of this study suggest that this strategy pattern can be applied to other private Islamic universities, especially at other NUUs. [ABSTRACT FROM AUTHOR]

Purpose: Spiritual leadership focuses on intrinsically motivating the workforce though shared values, attitudes and behaviours and is about achieving organizational excellence through shared aspirations. In the context of tough competition among organizations and relentless disruptions of existing business processes, leaders look forward to devise strategies that will help keep their employees stay alongside, offering constructive criticisms as well. This study aims to examine the influence of spiritual leadership style on employees' intention to stay with the organization, mediated through their voice behaviour. Design/methodology/approach: This cross-sectional study followed a descriptive research design, and data were collected from 357 employees working in the information technology sector in India. Validated instruments in the existing literature were used among the sample respondents, and structural equation modelling was done to test the proposed hypotheses. Findings: The findings of the study suggest that employees' experience of dimensions of spiritual leadership style had varying influences on their voice behaviour and intention to stay with the organization. Also, employee voice behaviour mediated the relationships between two dimensions of spiritual leadership (hope and altruistic love) and intention to stay, but not the relationship between vision and intention to stay. Originality/value: This study is pioneering in conceptualizing and testing a theoretical model linking spiritual leadership style, employee voice behaviour and their intention to stay with the organization. The results of the study emphasis the need for cultivating a leadership style of shared vision, value congruence and facilitating standards of excellence grounded on values of integrity, humility, compassion and perseverance. Implications for management development on how to promote employee voice behaviour are also discussed. [ABSTRACT FROM AUTHOR]

The COVID-19 school closures highlighted the importance of crisis management for school and district leaders. Crisis management, however, has not received sufficient attention from school leadership preparation programs or education leadership researchers. This article synthesizes research spanning schools and other organizations, including those in the private sector, to describe a framework for understanding crises and crisis management in schools and districts and the key competences this literature suggests for successful navigation of crisis situations. We use this framework to discuss leaders' responses to the COVID-19 school closures in spring 2020. We conclude with an argument for more consciously incorporating crisis management training into both preservice and in-service preparation and support for education leaders and for opening new lines of inquiry into crisis leadership at the school and district levels. [ABSTRACT FROM AUTHOR]

Background: Competent leadership and management are imperative for delivering quality laboratory services; however, few laboratory managers receive job-specific training in organisational management and leadership. Objective: To develop and evaluate participants' competencies in organisational leadership and management as measured through learner and laboratory quality improvement assessments. Methods: This professional development programme employed a mentored, blended learning approach, utilising in-person didactic and online training, with the practical application of a capstone project in the laboratories. Programme impact was evaluated through a series of pre- and post-laboartory assessments using the Stepwise Laboratory Improvement Process Towards Accreditation checklist, as well as learner-competency assessments through online quizzes and discussions. Results: From 2016 to 2018, 31 managers and quality officers from 16 individual laboratories graduated from the programme having completed capstone projects addressing areas in the entire laboratory testing process. Laboratories increased their compliance with the International Organization for Standardization 15189 standard and all but two laboratories significantly increased their accreditation scores. Two laboratories gained three stars, two laboratories gained two stars, and five laboratories gained one star. Five laboratories subsequently achieved International Organization for Standardization 15189 accreditation in 2019. Conclusion: This programme taught leadership theory to laboratory managers and allowed them to implement leadership and management practices in the laboratory setting. Programmes such as this complement existing laboratory quality management training programmes such as Strengthening Laboratory Management Toward Accreditation. [ABSTRACT FROM AUTHOR]

Educational research, particularly in regard to school effectiveness and educational leadership, evidence for many years the influence of the director's leadership on school results. This knowledge explain more than two decades of educational policies in Chile addressed to improve school management. However, recent studies on the management of that country show the weak and unstructured results of these policies, involving the need for research aimed at understanding the governance dimensions of policies in schools players. Based on international studies which introduce to the managerial career, this essay seeks to discuss and relieve the need that the management training designs for directors are based not only on management skills identified on performance standards, but also in research that involves phenomena from experience of directors and to identify the construction of an identity management and consideration of the career of the teacher who becomes school management. Mainly is discussed, based on international research, the importance of studying the initial stage of a director and the importance of designing specific training programs at this stage. [ABSTRACT FROM AUTHOR]

We examine the relationship between goal setting and transfer of training as measured on a 360-degree survey collected 3 months after a 5-day leadership development program. Leaders set personal goals for behavior change during the program. For two of the three competencies measured (developing others, building and maintaining relationships), leaders who set a goal for change on a competency were perceived as having improved more on that competency than those who did not. Those who set more than one goal were perceived as having improved more across competencies than those who set only one goal. [ABSTRACT FROM AUTHOR]

Copyright of EuroEconomica is the property of Danubius University of Galati and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article represents the results of a study of the participants in the Association of Research Libraries (ARL) Leadership and Career Development Program (LCDP). The study was designed initially to determine the effectiveness of the initiative; however, secondary goals reveal data on program participants' perceptions of the success of the program in multiple areas of leadership as defined by program elements. In addition to demographic queries, participants were asked about positions held before and after program completion and the perceived impact of the program on their career paths. Participants were also queried on major program components including the mentoring relationship, research and publishing, and other leadership activities. Findings on the key elements of the ARL LCDP—the mentoring relationship, research and publication, and other leadership activities—are not unlike findings from other available research on library leadership institutes. It is clear from the evidence presented that the majority of the researchers included here are aware of the difficulties of correlating the impact of participating in and attending library leadership institutes; however, candid comments from participants reveal assessing the impacts of these programs on individuals qualitatively is much more easily done, and illuminating, than attempts to do so quantitatively. [ABSTRACT FROM AUTHOR]

Integrating the work experience, leadership development, and learning literatures, we developed and tested a model of managerial development linking experience in highly developmental assignments, a learning goal orientation, and access to developmental assignments. Based on multisource data on early-career managers, our results demonstrate that the developmental quality of managerial assignments has a positive association with end-state competencies that exceeds the association explained by tenure. Furthermore, we found that managers with stronger learning orientations, especially those with access to growth assignments, were more likely to be in developmental assignments and achieve higher levels of competence based on those experiences. [ABSTRACT FROM AUTHOR]

An interview with insurance executive Julie Harrison of Allianz Group, Nick Shreiber, an executive at Tetra Pak, and Takako Kawashima of Hitachi Institute of Management Development is presented. The three discuss what they see are the advantages, if any, of executive education, which uses case studies to foster leadership skills. Another question asks what criteria they use when selecting an education provider and how the quality of faculty effects that decision.

One of the first tools human resource managers turn to in meeting the challenge of developing global leaders is formal executive development. TRW Inc., a leading company in automotive, aerospace, and information systems, provides an interesting case study of how a U.S. based organization has dealt with the challenges of globalizing top managers. In 1996, TRW launched its global leadership program by combining the U.S. based classroom teaching with real life learning experiences from often-uncomfortable locations around the world. This article reviews TRW's experience with this program and offers important insights for others contemplating designing and delivering a systematic global leadership development program. For many senior executives, the move toward globalization will require serving in capacities outside their comfort zone. Part of the intent of formal training is to provide a safe and relatively controlled setting that provides the support of experts, for executives to extend their comfort zones. Furthermore, the opportunity to discuss their experiences in a team setting enables executives to make sense of these experiences in such ways that the skills learned will translate across cultures and countries.

This study used a randomized group experimental design combined with qualitative research methods to assess the outcomes of an outdoor management education (OME) program in one organization. Measures of trainee reactions, learning, attitudes and motivation, behavior, and organizational results were collected. The OME program positively influenced participant knowledge, organizational commitment, organizational-based self-esteem, and intentions to implement learning. It did not improve trust or self-efficacy levels. Additionally, there was evidence of behavioral change and improvements in several organizational results up to three years after the training, although attribution of cause and effect is difficult at these levels of analysis. [ABSTRACT FROM AUTHOR]

In summary, the world of tomorrow presents many challenges. When looking at the executive role it must be realized that there will be great demands. The old concepts of managers and leaders will not be enough. We now must look for and develop executives who bring together the attributes of today's managers and leaders as Complete Executives. To do this, we must recognize the competencies required for success. The Complete Executive must develop and polish these competencies by understanding his or her self, the employment environment, and the employees. [ABSTRACT FROM AUTHOR]

By distinguishing among managerial behaviors according to the time interval over which they are learned and performed and the specificity with which they can be described, three types of skills are identified, and a phased approach to skill training is proposed. [ABSTRACT FROM AUTHOR]

The article examines the role of values in business education and proposes a philosophy of education with respect to value positions. The author notes that due to increasing political and ethical issues being raised in business there has become a growing interest to include a value-oriented aspect in the business education curriculum. He examines how values play a role in areas such as conflict management and discusses some of the conflict-handling modes which include; competing, collaborating, compromising, avoiding and accommodating. He closes by discussing the need to develop teaching strategies that take into account differences in strengths and weaknesses between students in order for students to get the most out of their individual skills.

This paper presents an empirical examination of the Situational Leadership® Model (SLM), which is used extensively in management training programs by major corporations and government agencies. Data from 675 salespersons and 41 branch managers in the insurance industry did not support the hypothesis that leadership styles prescribed by the SLM were associated with superior sales performance. The four styles described by the SLM were also tested, with an exploratory regression, in terms of their relative effects on sales performance. Agents working for managers who preferred the high-task, low-relationship style performed better than did agents working for managers who preferred other styles. Some implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

Several articles have recently been published stressing the importance of matching managerial talent with organizational strategy. These have generally relied on selection to ‘fit’ the manager to the strategy. This paper proposes the use of management development as an alternate means of achieving manager—strategy alignment. Management development is defined, its role in strategy implementation is discussed, and its benefits and costs are identified. These are contrasted with the costs, benefits and strategic role of selection. It is suggested that choice of alignment method (i.e. management development versus selection) is contingent upon particular strategic, structural, and cultural factors. These contingency relationships are presented as a series of research propositions. [ABSTRACT FROM AUTHOR]

The article examines the impact of a formal managerial motivation training program on campus student leaders. It analyzes the results of a special managerial motivation development training course taught at Georgia State University in Atlanta during the spring quarter of 1975. The purpose of the training was to adapt Miner's material and to teach it to college student leaders to utilize their leadership positions in student organizations as a laboratory for the classroom experiences. The study attempts to measure the effect of the training on the motive to manage the training subjects.

Purpose: This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach: This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings: This research paper concentrates on how organizational decision-making can be influenced by a leader's personal spirituality. Overall, the respondent executives conveyed that their spirituality is an ingrained part of their identity and a source of direction in their decision-making process. They tend to call on their spirituality especially when making decisions concerning people, yet try not to be overt about their beliefs. Three overall themes emerged, that spirituality heightened the leaders' abilities, that it provided a moral compass or North star for their decision-making, and that spirituality steered leaders into decisions. Most leaders mentioned more than one of these themes. Originality/value: The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format. [ABSTRACT FROM AUTHOR]

The development of valid appraisals of managers over the past quarter century has been slow. But few would deny that appraisal is the key to management development. This article examines what should be measured and sets forth a program for management appraisal. [ABSTRACT FROM AUTHOR]

After briefly reviewing the rise and changing emphasis of formal executive development programs, the author utilizes dimensions related to primary executive roles, executive competencies and change variables to offer a scheme for assessing and designing program content. [ABSTRACT FROM AUTHOR]

This article presents information on Computer Assisted Simulation Exercises (C.A.S.E.). The author suggests that this program can effectively accelerate the growth of general managers. The author notes that the use of business games is nothing new; however, he suggests that there is new effort being placed on their use as an educational tool. He discusses the need to develop managers who are able devise a strategy and then turn that strategy into operational plans. These managers become most effective when they are able to assess their environment, evaluate their resources, develop a variety of strategies and manage their organization to meet their goals.

Previous research about the results of leadership training has revealed both desired and dysfunctional consequences. The effects of leadership training are shown to depend on social influences which both support and hinder the transfer of training into managerial performance. Three specific sources of social influences are described and three dimensions of social influence are advanced. Earlier studies are reviewed to illustrate how the social influence variables account for the dysfunctions of leadership training. Interactions between various types of leadership training and the social influences are hypothesized. Finally, a proposition is advanced to explain and permit prediction of the consequences of leadership training in varying situations. [ABSTRACT FROM AUTHOR]