Search results

This study aims to examine the impact of knowledge and skills acquisition from youth leadership programs on the extent of training transfer. Additionally, it explores the role of self-esteem as a potential intervening mechanism in linking the acquired knowledge and skills to the transfer of training.

Using a non-probability purposive sampling, data were gathered from participants of youth leadership programs in Brunei. The study hypotheses were validated using multiple linear regression analysis and Hayes PROCESS macro.

The findings revealed that knowledge and skills acquisition positively affect the extent of training transfer among youth leadership program participants. Moreover, self-esteem is found to be a crucial mediator in the relationship between knowledge and skills acquired from youth leadership programs and the extent of training transfer.

The study suggests that to optimize the transfer of training in the youth leadership programs, relevant stakeholders – training providers, and practitioners – must prioritize not only the knowledge and skills acquisition but also the cultivation of participants’ self-esteem. To achieve this, a primary focus should be placed on the criticality of designing such programs to address these factors. Policymakers, particularly in Brunei, can enhance the leadership pipeline among the youth population and expedite progress toward achieving the national vision by aligning leadership development initiatives with the broader national development agenda.

Collectively, this study enhances understanding of training transfer in youth leadership development, an often-overlooked area in the literature.

Fostered by technological developments and globalization, culturally diverse teams are becoming a mainstay of organizational strategy. As the use of multi-cultural teams continues to increase, it becomes paramount to understand the mechanism(s) by which leaders can promote effectiveness within these teams. Despite this need, there are numerous challenges facing those who seek to understand these phenomena and move science and practice forward. The purpose of this chapter is to present a few of these challenges and approaches which can assist in mitigating these challenges. Finally, we identify what we see as key research needs within this area.

In a non-equivalent control group design 280 student volunteers participated in a an examination of the impact of a leadership training on the development of leadership self-efficacy perceptions among trainees. The training was designed to present multiple exposures to four kinds of efficacy information Bandura (1997) proposes influences the self-efficacy estimate. One-half of the group completed a 15-week undergraduate leadership class while the other half completed various undergraduate psychology classes. Pre- and post-training measures were collected. The results showed the training group perceived having experienced more leadership related efficacy information than the control group. A test for main effects of training indicated no significant change in LSE. Those participants’ low in initial LSE showed a significant increase in post-training LSE. The greater plasticity of individuals low in LSE suggests the practical utility of leadership training on trainees’ LSE is influenced by their pre-training LSE.

The purpose of this paper is to develop and evaluate a leadership development program with focus on transformational leadership and communication. It is explored whether these aspects of leadership can be trained in the course of a two-day intervention. Furthermore, it is tested if pre-training differences among leaders have an influence on the effectiveness of participating in the leadership intervention.

In the study, 38 leaders took part in the two-day training session. The control group consisted of 59 leaders. Information was collected from participating leaders’ followers (n=356) on pre- and post-training measures of transformational leadership as well as on communication skills (attentive and impression-leaving style).

Results show that transformational leadership behaviors improved more after training in the experimental group (EG) than they did in the control group. Also, ratings of the attentive communication style improved more in the EG compared to the control group. Furthermore, participants of the leadership development program benefitted to different degrees from their training. Participants who initially had a medium score showed the best improvement.

The present study advances the scope of leadership development by also considering the trainability of communication skills. Also, insights on the contingency of training effects are provided.

This issue is a selected bibliography covering the subject of leadership.

To show the focus of leadership development training practices in recent times.

A range of published (1992‐2004) works, which aim to provide a practical look rather than theoretical advice on leadership development training practices, is reviewed. Sources are used to provide real‐life examples of how leadership development training is currently being conducted.

The article identifies from the literature six primary areas key to leadership development. For each section, a review of the current literature and justification of why organizations need to start training based on these new methods are presented. Additionally, real‐world examples are provided which show the “how to” or applied benefit of the new training method. The six primary areas are: connecting leadership to business goals, providing realistic training, gaining top management support, making trainees accountable for their training, training based on specific organizational goals, and leaders developing other leaders.

This article fulfils the need of many training practitioners who seek to identify new ways of conducting leadership development training by offering practical advice and real‐world examples of successful techniques.

The purpose of this paper is to build and test an integrative model of leader identity as an important mechanism explaining why reactions to leadership training associate with leader effectiveness. It is proposed that this mediation relationship is conditional on leadership experience (i.e. time in a formal managerial role), such that it will be weaker for more experienced leaders because they already possess complex leadership-related knowledge and skills.

Hypotheses were tested using a sample of German managers (n=196) in formal leadership positions (i.e. with direct subordinates) across a range of industries. Data were collected using online questionnaires. The proposed first-stage mediation model was tested using the structural equation approach.

Leader identity was found to mediate the relationship between reactions to leadership training and leader effectiveness. This mediation was conditional upon leadership experience, such that the indirect effect only held for less, but not for more, experienced leaders.

The findings should be interpreted with caution because all data are self-report and cross-sectional.

Leadership training for senior leaders should qualitatively differ (in terms of content and length) from that for novice leaders.

Leadership training can substantially improve managers’ ability to lead effectively. The present study is the first to establish leader identity as a motivational mechanism that explains this relationship. This is also the first study to test for the role of leadership experience in leader development.

This paper aims to evaluate whether training of managers at workplaces can improve organizational learning. Managers play a crucial role in providing opportunities to employees for learning. Although scholars have called for intervention research on the effects of leadership development on organizational learning, no such research is currently available.

The training program consisted of theoretical and practical elements aimed to improve line managers’ transformational leadership behaviors and, in turn, improve organizational learning. The study used a pre- and post-intervention evaluation survey. Line managers’ and their subordinates’ perceptions of organizational learning were measured with the Dimensions of Organizational Learning Questionnaire and with post-intervention single items on organizational learning.

Comparisons between pre- and post-intervention assessments revealed that managers’ ratings of continuous learning and employees’ ratings of empowerment and embedded systems improved significantly as a result of the training. The leadership training intervention had positive effects on managers’ perceptions of individual-level and on employees’ perceptions of organizational-level aspects of organizational learning.

The study provides empirical evidence that organizational learning can be improved through leadership training. Both line managers and their subordinates perceived that organizational learning had increased after the training intervention, albeit in different ways. Implications for developing leadership training programs and for evaluating these are discussed.

To explore the connection between individuals’ response to transformational leadership training and their psychological makeup.

Investigates leadership performance before and after training according to participants’ self-evaluation and that of their supervisors, peers and team members. Analyzes this in connection with their assessment of their psychological attributes of positive affect, perspective-taking and self-efficacy.

More than $45 billion is spent on leadership training every year – and a lot of that money is wasted. A sizeable number of people actually become less effective leaders after being exposed to this sort of training – so there is a strong financial incentive to find out how this happens. Is it something about the training content, the way it’s delivered – or something about the individual?

Shows that behavioral and psychological reactions to leadership training are strongly linked. Suggests that positive affect may provide a pathway for improving the effectiveness of leadership development interventions.

Highlights the importance of considering the impact of leadership training on individuals’ psychological well-being.

Focuses on the processes underlying change in leader behavior.

The purpose of this paper is to evaluate the effect of the Albertina Sisulu Executive Leadership Programme in Health (ASELPH) in improving the competencies and performance of public healthcare managers in South Africa (SA).

This study used a quasi-experimental study design, with pre-post assessments to assess the performance and competencies of students participating in a public health leadership programme. Students were assessed using a 360° assessment of 14 competencies and 56 performance indicators.

Students improved significantly in 11 competencies and 44 performance indicators; they perceived improvements in their own performance. The assessors observed the same improvements, which confirmed performance change at the students’ workplaces. The study showed the positive effect of the ASELPH Fellowship in improving the competencies and performance of public healthcare managers in SA.

The ASELPH Fellowship enhanced the leadership competencies and the performance of South African public healthcare managers. South African public healthcare managers face significant challenges and concerns have been raised regarding the competencies of healthcare managers to deal with these challenges. This study shows that leadership programmes can improve competencies and performance of managers to have an impact on the South African healthcare system