Leadership in a changing world: developing managers through a teaching and learning programme

Abstract

Purpose – The purpose of this paper is to present a model for the development of effective leadership teaching and learning. The model takes central factors into account, which have previously been identified as obstacles to the successful development of leadership qualifications. The paper presents the theoretical background for the model and makes suggestions for its implementation in a teaching and learning programme. The model integrates overall elements related to human biology and transfer of learning into a holistic learning process, which more specifically emphasizes the transformational leadership elements of envisioning, translating, communicating and sustaining credibility during change. Design/methodology/approach – The teaching and learning programme is based on a comprehensive leadership learning model, which integrates different levels of knowledge, learning processes and learning formats. Findings – In the area of leadership development, the paper presents its teaching and learning programme as a way for managers to obtain leadership meta-skills, which can be applied and individually adapted to the changing demands and conditions of modern work life. Originality/value – The paper provides a valuable step towards increasing leadership performance through efficient teaching and learning.

Gender and the Effectiveness of Leadership Training: Results From a Field Experiment

“…Because leaders come from various backgrounds and have a variety of prior experiences, they bring pre-existing advantages and disadvantages in exerting their leadership skills. The purpose of leadership training is, as such, to overcome the weaknesses and bolster the strengths (Holten, Bøllingtoft, and Wilms, 2015). The expected benefits of leadership training usually do not distinguish between men and women leaders.…”

“…Effective leadership training should provide knowledge, feedback, and activities to reinforce leadership behaviors (Holten, Bøllingtoft, and Wilms 2015). A most recent metaanalysis study by Lacerenza and her colleagues (2017) also finds that for leadership training to be effective, leadership instructors should be able to identify of what leadership skills participants lack and then provide on-site instructions and feedback multiple times with spaced training sessions.…”

Transformativ læring på masteruddannelsen

“…Nedenfor vil vi beskrive ti paedagogiske principper eller vaerktøjer, som vi med stor succes har taget i brug i masterfaget for danske skoleledere. De er inspireret af vores tidligere erfaringer med lederudvikling og -uddannelse i form af meritgivende masteruddannelser såvel som kortere ikkemeritgivende kurser, og de korresponderer med hovedideerne i transformativ laeringsteori såvel som med filosofien i 'action learning', 'double loop learning' og 'experiential learning theory' (Mezirow et al 2009;Clawson og Haskins 2006; Guthri og Jones 2012; Argyris 1982; Yeo og Gold 2011; se også Holten et al 2015). Principperne såvel som vaerktøjerne er stort set alle afprøvet tidligere, om end de ikke nødvendigvis har vaeret integreret med hinanden i laengere forløb, og de har bevist deres vaerdi i "what works?"…”

How do women's leadership programs influence women's careers?

“…These include learner characteristics, such as levels of self-efficacy and locus of control, motivation and personality (Burke & Hutchins, 2008;Spreitzer & Quinn, 1996); the work environment; the strategic link between action and policy; and the transfer climate when the learner returns to their role, which includes their accountability (Burke & Hutchins, 2008;Kupritz, 2002;Martin, 2010), the support received and the opportunity to apply the new learned skills (Burke & Hutchins, 2008;Gilpin-Jackson & Bushe, 2007;Martin, 2010;Spiers, Cummings, Langenhoff, Sharlow, & Bhatti, 2010). Transferability also depends on the ability to practice the new skills in classroom settings that are similar to real life (Holten, Bøllingtoft, & Wilms, 2015) and the experience of the trainer (Burke & Day, 1986). Human neurological learning processes, such as limitations on working memory, can also present barriers and limitations (Kirschner, 2002).…”

“…While the success or failure of content transfer is not necessarily determined by what is covered in a leadership program, as many other factors can help or hinder transfer of information back to the workplace (Burke & Hutchins, 2008;Holten et al, 2015;Spiers et al, 2010;Spreitzer & Quinn, 1996), the content relating to positive psychology had very high levels of influence on VP WLP participants. The small wins approach, using topics that focused on the positive, enabled positive affect and increased self-efficacy, which engendered success through increased participant confidence and improved training transfer back to the workplace.…”