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Lean Manufacturing (LM) is about cultural change at all levels of an organization, which can be seen as the essence of leadership. This study aims to present a list of the main Lean leadership competencies with validated definitions and propose a practical roadmap to Lean leadership development and training. A Systematic Literature Review (SLR) was conducted to achieve this goal in which the Lean leadership competencies were identified. The Interpretive Structural Modelling (ISM) approach established the relations among the leadership competencies and result in a structural model that could be used for Lean leadership development. The analysis of leadership competencies' driving power and dependence power was done using the fuzzy Matriced’ Impacts Croises Multiplication Appliquee a un Classement (MICMAC), which improved the reliability of research. This study contributes to Lean leadership literature by proposing a validated roadmap to Lean leader development and training. A structural model was developed that shows the hierarchy among the competencies and indicates the ones that should be prioritized. Besides, the result shows that the main ways to improve a Lean leader are attending to the shop floor and developing self-awareness. Furthermore, a strong synergy among all competencies was observed, reinforcing the fact that Lean must be an endless journey of improvement. To the best of our knowledge, our study is the first to present the relationship between Lean leadership competencies. In addition, the results may guide the development of new leaders who work in Lean environments.

Female leadership development has become a key issue in organisations' strategy to ensure equal representation of male and female leaders throughout organisations, including top management. This ar...

Leader development serves as a strong focus in the mission statements of many business school programs. Looking at business school leader development programs through the lens of adult learning theory, we assert that there is an overreliance on cognitive training (e.g., lecture) as the primary form of education used in preparing future business leaders, neglecting other relevant learning orientations. In response, we advance a comprehensive model of business leader education and training that incorporates and integrates five primary orientations to adult learning (cognitivist, behaviorist, humanistic, social cognitive, constructivist). We argue that other professional training curricula, most notably, medical school and military education, draw more fully on these five orientations to adult learning and that these represent comparative models for what business schools could be doing in leader development. We conclude by providing concrete suggestions for how business educators might apply the model in their own programs.

Background Recommendation’s from key health reports support leadership development. There is considerable work published around formal leadership development education but very little that demonstrates the effectiveness of formal postgraduate leadership education in healthcare. Aim To explore how participants who completed a postgraduate leadership subject in a regional University in Australia have applied content and learning to their own leadership and practice. Methods A descriptive qualitative study was conducted to explore comprehensively what and how participants who had previously completed the subject translated the knowledge into practice. Data was collected through group interviews. Thematic content analysis was conducted. Findings Three major themes emerged; ‘Learning to Lead’, ‘Academic Study’, and ‘Teamwork.’ Participants indicated raised confidence and political savvy to collaborate and engage with others at micro, meso and macro levels of their organisation. Discussion The impact and application of leadership knowledge was demonstrated through translation of skills and behaviors learned to the healthcare context. This included raised self-awareness and enhanced behaviours and practices related to organisational culture, interpersonal relationships, processes and systems. Conclusion There is clear evidence of impact and translation of knowledge and skill into healthcare practice through completing a university postgraduate leadership subject.

The purpose of the present project is to describe a cohort-based intradepartmental leadership program at our medical school. Leadership development programs are becoming popular in academic medicine as institutions seek solutions to problems. We developed and implemented a cohort-based leadership program within the Department of Foundational Medical Studies at our medical school in order to not only develop our next cadre of leaders but also to spread and disseminate the principles of leadership and enhance the recognition by all departmental members of the various leadership roles each holds.

Investing in human capital, especially in leadership development programs, has become the focus of many corporations. However, due to a lack of proper training evaluation, many companies fail to me...

Critical leadership development scholars argue that leadership development programmes (LDPs) should be the setting where participant’s aspirations and struggle to be a good leader can be voiced and reflected upon. Integral to this prompt is the call for LDPs to offer alternative approaches to the conventional, individualistic, leader-centric modules through innovative programme design and delivery. In this article, we investigate the outcomes of one LDP where innovation, notions of good leadership and the power of the collective to create fundamental change for the betterment of society are sought by the facilitators. Through semi-structured interviews with alumni, we consider whether they, in the aftermath of the LDP, have taken steps to effect positive change across communities and society and secondly, whether they perceive that the LDP prepared them to meet this expectation. We argue existing societal power and leadership dynamics remain invisible and unchallenged. There was little acknowledgement of the wider role social structural forces play, both formal and informal, in reinforcing the status quo. Importantly, this research is a stark reminder of how, to varying degrees and levels of consciousness, advantaged groups prop up systemic processes that embed their privilege and further exacerbate social inequalities.

The transition to a new leader role requires identity work. New leaders are likely to experience anxiety, threat, and conflict related to valued aspects of their identities. These identity challeng...

Leder- og ledelsesutvikling er ett av verdens mest populære organisatoriske intervensjoner. Denne avhandlingen er en praktisk evaluering av Sparebanken Vest sitt halvårlige ledelsesutviklingsprogram. Avhandlingens mål er å undersøke positiv atferdsendring har forekommet som følge av programmet, spesifikt innenfor kategoriene Sult og Ledelse, og Tilbakemeldinger. Sult forstås her som driv for resultater og innovasjon, mens tilbakemeldinger omhandler hvor godt medarbeiderne kan gi og motta konstruktiv kritikk. Dataen var generert av to kvantitative spørreundersøkelser – den første ble besvart av 64 av 86 deltagere i november, og en post-spørreundersøkelse besvart av 45 deltagere i februar. Målet var å sammenligne gjennomsnittet på tvers av måletidspunktene. Totalt gjennomsnitt av kvinnelige respondenter var 33.75%. Vi presenterer to hypoteser: i) om programmet generelt var effektivt ved måling av sult og ledelse og feedback, og ii) om programmet var like effektivt for kvinner som det var for menn. Analysen for hypotese én viste ingen signifikant endring i gjennomsnittsnivåene til sult og ledelse (MD = -.06, t = -.06) og (MD = 0, t = -.01. Hypotese 1 var dermed ikke støttet. Resultatene viste imidlertid høye nivåer før programmet, noe som indikerer en mulig takeffekt. Våre funn viste videre at det ikke var noe signifikant forskjell i effekten for menn (MD = .068, t = .470, MD = .085, t = .728) og kvinner (MD = .038, t = .198, MD = -.156, t = -.977) i kategoriene. Den eneste signifikante forskjellen vi fant var allerede til stede før programmet. Hypotese 2 var dermed støttet. Leadership development is one of the world’s most popular organizational interventions. This thesis is a practical evaluation of Sparebanken Vest’s semi-annual leadership development program. It aims to assess whether the program yields positive behavioral change amongst the participants regarding Hunger & Leadership, and Feedback. Hunger is understood as drive for organizational results and innovation, while feedback is understood as the employees’ ability to give and receive constructive criticism. The data was generated from two quantitative surveys – the first one answered by 64 of 86 participants in November and a post-survey answered by 45 participants in February. The goal was to compare the means between our two points of measurement. The total mean percentage of female respondents was 33.75%. We present two hypotheses: i) whether the program was overall effective when measuring hunger & leadership and feedback, and ii) whether the program was as effective for women as it was for men. The analysis for hypothesis one showed no significant change in mean levels of hunger & leadership (MD = .056, t = .487) and feedback (MD = .992, t = -.01). Hypothesis 1 was therefore not supported. However, the results showed that the participants had high levels before the program, indicating a possible ceiling effect. Our findings further indicated no significant difference in the program's effectiveness for men (MD = .068, t = .470, MD = .085, t = .728) and women (MD = .038, t = .198, MD = -.156, t = -.977) in the categories. The only significant difference we found was already present before the program. Hypothesis 2 was thus supported. Masteroppgave i arbeids- og organisasjonspsykologi MAPSYK345 MAPS-AOP MAPS-PSYK

Leaders must train in technology use and build a portfolio of competencies that mark a rapidly emerging future. Three categories of technology with examples of how to approach increasing technology literacy in each are presented. Five emerging or rapidly advancing technology trends provide a framework for leader development. [ J Contin Educ Nurs . 2021; 52(6):260–262.]

PurposeThe present study examines leader development as one of the potential outcomes for mentors and investigates whether the provision of mentoring contributes to developing mentors' leader identity and leader self-efficacy.Design/methodology/approachRelying on a quasi-experimental design, data were collected at four points in time over eight months from a mentor (n = 46) and an equivalent nonmentor group (n = 25). Participants in the mentor group were volunteer mentors from a doctoral mentoring program that was implemented at a large Canadian university.FindingsParticipants in the mentor group experienced a more positive change in leader identity and leader self-efficacy, compared to the participants in the nonmentor group. Further analysis of the participants in the mentor group suggests that the extent to which mentors provide career and psychosocial support explains the growth rate in the development outcomes.Practical implicationsBy documenting benefits of mentoring for mentors, program administrators may be able to recruit mentors who are more engaged in the process. In addition, they can encourage their members to volunteer as mentors to gain leader development outcomes.Originality/valueThis longitudinal study connects the areas of mentoring and leadership development. While the majority of mentoring studies focus exclusively on mentoring outcomes for protégés, the present study shows that mentoring can benefit mentors as well.

Leadership development is a multifaceted phenomenon with a multitude of definitions and meanings requiring closer exploration. The aim of this study was to identify and investigate qualitatively different ways of understanding leadership development and categorize them from a complexity perspective. We conducted 21 semi-structured interviews with professionals and managers. Analysis using a phenomenographic approach revealed six categories and different ways of understanding leadership development: (1) one’s own development, (2) fulfilling a leadership role, (3) personal development, (4) leader and organizational development, (5) collective leadership development, and (6) human development. The categories were arranged hierarchically according to increasing complexity. Our contribution recognizes more nuanced interpretations than previously identified and highlights underlying structures of complexity. The results help to empirically ground and elaborate current theories and distinctions within the field of leadership development research where similar patterns can be observed. They may assist researchers in making both their own and other’s assumptions on leadership development explicit, as well as informing the practice of tailoring leadership development activities to better match individuals and organizational contexts.

PurposeThe study's objective was to examine whether and how mindfulness training and practice might impact indicators of three capacities identified as critical for leading in the twenty-first century: resilience, leading in complex contexts and collaboration.Design/methodology/approachWe conducted a non-randomised wait-list controlled study with 57 senior leaders (81 per cent female) who undertook an eight-week “Mindful Leader” programme.FindingsOur findings suggest the programme was effective in developing leaders in terms of their mindfulness, resilience and self-perceived leadership competencies such as collaboration and agility in complex situations. The amount of mindfulness practice the leaders undertook was associated with improvements in mindfulness, resilience and collaboration. Furthermore, participants reported that the programme was beneficial for them as leaders and that the training format was feasible. However, objective measures of cognitive functioning and leadership competence did not improve significantly within the mindfulness intervention group.Practical implicationsMindfulness practice may be a promising and effective method for leader development. Our results suggest that mindfulness can be learnt and developed by executive leaders, as long as they practice for at least 10 min per day.Originality/valueThis is the first study to investigate how resilience, leading in complex contexts and collaboration can be developed through mindfulness training.

The purpose of this study was to analyze the leadership strategy of the State University Public Service Agency in improving the performance of institutions in Indonesia. The study was conducted at three State University Public Service Agency in Indonesia on regional considerations and ranking of State University Public Service Agency institutions version of The Ministry of Research, Technology and State University (MoRHE) for 2015-2017, namely the University of Lampung (West Region), Sebeles Maret University (Central Region) and Gorontalo State University (Eastern Region). Leadership strategy as an effort to improve the performance of institutions of State University Public Service Agency involves twelve experts, namely the highest leader (Rector), Vice Rector, Dean and Chair of the Institute for at least one period (four years). Development of strategies using Analytical Hierarchy Process (AHP). Leadership strategy of State University Public Service Agency can be implemented by integrating the leader selection system, leadership development and leadership performance evaluation. The performance measures include graduate quality, publication quality, innovation quality, student quality and service quality.

New technologies are continuously emerging, and as technology advances new applications are explored. One such application is in leadership development, an extension of leader development with a key differentiation being an inclusion of the collective as a dimension. Currently, organizations as well as their environment are increasing in complexity, emphasizing a requirement for better equipped leaders able to collectively face the consequential challenges incurred. Virtual reality is an emerging technology that has existed for some time, allowing both the hardware and software to become refined. This thesis explores the potential of this technology, i.e. virtual reality in a leadership development context, mapping out current uses and identifying potential areas for application. Furthermore, the thesis explores how virtual reality could be applied to enhance leadership development in organizations and what enablers and barriers this would entail. This was done by conducting a literature review and by gathering qualitative data, interviewing 6 researchers in the field and 5 practitioners from companies related to virtual reality and leadership development regarding their views and uses of this technology. The data was then utilized in two frameworks, the Dialogue map, categorizing methods of leadership development into 5 distinct categories, and the Multi-level perspective, defining three levels of a socio-technical system and the interactions between them. The findings of the thesis suggest that the technology indeed has potential in a leadership development context, with education and developmental relationships being the two most apparent areas of application of the technology. Furthermore, implementation of virtual reality in an organization should not replace existing leadership development methods such as instructor-led sessions or e-learning, but instead exist as a complement. Lastly, factors such as culture, demographics and the specific leadership development application should be considered. Genom uppkomsten av ny teknologi uppstår även nya möjligheter för appliceringar av den. En sådan applicering är inom ledarskapsutveckling, vilket är en utökning av ledarutveckling som även inkluderar en kollektiv dimension. I nuläget genomgår både organisationer och det yttre landskapet en ökning i komplexitet, vilket har belyst ett ökat behov på mer kompetenta ledare som kollektivt kan hantera utmaningarna till följd av den ökade komplexiteten. Virtuell verklighet är en framväxande teknologi som har utvecklats både inom hårdvaran och mjukvaran den senaste tiden. Denna uppsats utforskar potentialen av denna teknologi inom ledarskapsutveckling genom att kartlägga nuvarande användningsområden och identifiera framtida områden lämpade för applicering av teknologin. Vidare utforskar studien hur virtuell verklighet kan appliceras i en organisation genom att se på vilka möjliggörare och barriärer detta skulle medföra. Detta gjordes genom utförandet av en litteraturanalys, samt genom att intervjua 6 forskare inom fältet och 5 utövare från företag relaterade till virtuell verklighet och ledarskapsutveckling angående deras uppfattning och användning av teknologin. Empirin var sedan utnyttjad inom två ramverk, nämligen Dialogue map för att kategorisera ledarskapsutveckling i 5 kategorier av processer, samt Multi-level perspective som definierar tre nivåer av ett socio-tekniska system, och beskriver interaktionen mellan nivåerna. Resultatet från uppsatsen föreslår att teknologin besitter potential inom ledarskapsutveckling, med kategorierna “education” och “developmental relationships” som de mest uppenbara appliceringarna av teknologin. Vidare borde inte implementeringen av virtuell verklighet ersätta nuvarande metoder för ledarskapsutveckling såsom lärarledda sessioner och e-lärande, utan komplettera dessa. Slutligen bör faktorer som kultur, demografi och specifik tillämpning övervägas.

There is empirical evidence that the development of present and future leaders is vital for organi-zations in order to survive and succeed in today’s turbulent and highly competitive business envi-ronment. Although prior literature explores the scope of leadership development programs and emphasizes the need of incorporating the role of leader identity in such programs, little theoretical and empirical attention has been devoted to exploring and understanding how leader identity can be developed within the context of a leadership development program. Through an in-depth quali-tative study, this master thesis expands upon existing literature by exploring the impact of a partic-ular leadership development program on the development of the participants’ leader identity. Thus, new and in-depth insights are given into the leader identity development process and identity in-fluencing factors. The results clearly illustrate that leadership development programs can have an influence on the participants’ leader identity development. Further, the findings highlight the im-portance of integrating leader identity into the design of such programs in terms of choosing for-mats and methods that inspire the participants to engage in self-reflection. This, ultimately, indi-cates the importance for future programs to include different elements like content, exchange of experience and conversation with others, collegial and personal coaching, networking, and 360-degree feedback. Author Sandra Burg, LLB.oec. BA Masterarbeit Universität Linz 2022

This study provides a systematic review of prior empirical research on the impact of mindfulness interventions and practices on leaders. The aim is to integrate existing knowledge and identify future research needs. Mindfulness as a leader-specific practice is defined and discussed to provide conceptual clarity and to highlight the importance of understanding the phenomenon and its value in the context of leadership and individual leader development. A conceptual framework is presented which synthesizes findings from prior works and shows that leaders' mindfulness practices affect various developmental outcomes viewed as important for leaders and leadership. A comprehensive future research agenda for theoretical and empirical advancement is proposed that recommends looking beyond the essential wellbeing and work productivity outcomes and exploring the transformative outcomes of mindfulness interventions and practices related to leaders' relationships and inner growth that involve enhanced self-awareness and social/contextual awareness.

The question of how to efficiently, holistically, and successfully develop leaders has been the focus of scholars and practitioners for several decades. Embedding the process of leader development in organizational contexts allows participants to develop and apply leadership knowledge, skills, and identity awareness. Embeddedness facilitates the holistic integration of the interactive processes of leader development (which focuses on increasing the leadership capacity of an individual) and leadership development (which focuses on increasing the leadership capacity of an organization), which is referred to in this article as leader(ship) development (LD). Two sub-processes involved in LD (i.e., general and situational identity development and knowledge/skill/social capital development) and four mechanisms of embeddedness that facilitate holistic LD (i.e., leader identity integration, opportunities to learn and develop in the organization, organizational support and feedback, and helping relationships) will be described. A discussion on the ways by which management education pedagogy can integrate and facilitate embeddedness and provide guidance for future research will follow.

An important aspect of talent management in the contemporary organization is the investment and development of leaders including leadership development. Developing leadership talent is viewed as a key lever in delivering competitive advantage in business today. Leadership can be viewed from multiple perspectives: as a personality with special traits or characteristics; an act or behavior shown by the leader; the capability, knowledge, and skills demonstrated by the leader; the process used by the leader to bring groups together; or transformative change and the power relationship that exists between leaders and followers. In essence, developing leadership talent is a multi-layered process, ideally involving a blended learning approach that incorporates formal, informal, and experiential learning. The development of the leader as an individual focuses on building and enhancing the individual's capability to undertake the role of a leader. A key aspect of leader development is that “it is ultimately about facilitating an identity transition” to create new leadership options.

Purpose The purpose of this paper, on self-efficacy and leadership, has two objectives. First, it comprehensively reviews approximately 25 years of research on leadership self-efficacy (LSE), beginning with LSE measurement and related criticisms. Findings concerning LSE’s relationships with leader effectiveness criteria, as well as individual and contextual influences on LSE, are presented. Second, it examines the evidence on efficacy enhancement interventions and offers some preliminary recommendations for increasing LSE through leadership development programs. Design/methodology/approach The author conducted a comprehensive literature review of the existing research on LSE, covering the main contributors to this research stream and their findings. Findings The review revealed substantial diversity in LSE construct development and measurement approaches. Regarding LSE and leader effectiveness, many studies reported positive relationships with potential, performance and behavioral ratings of leaders. Collective (team) efficacy has emerged as a significant mediator between LSE and group performance. Influences on LSE include several of the Big Five personality traits, while contextual antecedents are under-researched, and potentially fruitful areas for further study. Executive coaching and mentoring, as well as cognitive modeling techniques and training in constructive thought patterns, received support for enhancing LSE in developing leaders. Originality/value This paper’s review and implications should be of substantial value to current and future LSE researchers, as it summarizes past research, synthesizes the findings to draw out common themes and consistent, corroborated findings, and identifies opportunities for future research. For practitioners, the reviewed research on interventions for increasing LSE through leadership development programs provides practical guidance.

The purpose of this paper is to propose a composite framework for the intended outcomes of Christian leader development based on an analysis of scholarly literature on the topic, both from Christian and secular perspectives. Leader development, focusing on the individual to be developed, is a subset of the broader concept of leadership development, which also includes a more collective effort to facilitate the development of leadership capacity in groups and organizations. A proposed framework for Christian leader development outcomes will be presented, organized around five broad categories: Christian formation, personal formation, relational skills, intellectual skills, and management skills. The proposed Christian leader development framework can serve as a foundation for further research, the development of assessment instruments, and as a guide for development efforts.

Changes in the age and experience of the US teacher workforce have heightened the need for teacher leaders. Based on network-enhanced leadership development models advocated in the management sector, we developed an activity using Visual Network Scales as a pedagogical tool and assessed its utility within a teacher leader development program. Discourse analysis indicates teachers can discuss networks at both ends of a visual density scale, with discussions aligned to community-oriented leadership activities rather than personal classroom topics. Network analysis provides evidence for hybrid network structures explaining the diverse, concurrent set of local and regional activities ascribed to teacher leaders.

Regardless of industry, organization leaders recognize the need for a strong leadership pipeline and a culture of sustained leader development, and the U.S. Army is no exception. Beginning ...

Leader development has traditionally focused on adults. However, evidence suggests that these efforts are limited to developing and refining skills, encouraging some reflection, and helping the learners plan for the future. The underlying problem is that these are people whose brains are fully developed and relatively set. Hence, adult leader development works with what is already there. In this controversial essay, we argue that leader development activities should instead be directed towards children. Their brains are forming and leader development work will create and shape the leaders of tomorrow. We draw the important caveat that relatively little is known about influencing leadership in young brains making this a fertile and exciting, if challenging, area for leader development research.

This precis records seven short takes on personal leadership development; social identity theory; authentic leadership; relationships with careers; leader development; social barriers; and integrating adult, leader, and leadership development.