Leadership Training

A pretest-posttest control-group design (N = 20) was used to assess the effects of transformational leadership training, with 9 and 11 managers assigned randomly to training and control groups, respectively. Training consisted of a 1-day group session and 4 individual booster sessions thereafter on a monthly basis. Multivariate analyses of covariance, with pretest scores as the covariate, showed that the training resulted in significant effects on subordinates' perceptions of leaders' transformational leadership, subordinates' own organizational commitment, and 2 aspects of branch-level financial performance.

Recent estimates suggest that although a majority of funds in organizational training budgets tend to be allocated to leadership training (Ho, 2016; O’Leonard, 2014), only a small minority of organizations believe their leadership training programs are highly effective (Schwartz, Bersin, & Pelster, 2014), calling into question the effectiveness of current leadership development initiatives. To help address this issue, this meta-analysis estimates the extent to which leadership training is effective and identifies the conditions under which these programs are most effective. In doing so, we estimate the effectiveness of leadership training across four criteria (reactions, learning, transfer, and results; Kirkpatrick, 1959) using only employee data and we examine 15 moderators of training design and delivery to determine which elements are associated with the most effective leadership training interventions. Data from 335 independent samples suggest that leadership training is substantially more effective than previously thought, leading to improvements in reactions (&dgr; = .63), learning (&dgr; = .73), transfer (&dgr; = .82), and results (&dgr; = .72), the strength of these effects differs based on various design, delivery, and implementation characteristics. Moderator analyses support the use of needs analysis, feedback, multiple delivery methods (especially practice), spaced training sessions, a location that is on-site, and face-to-face delivery that is not self-administered. Results also suggest that the content of training, attendance policy, and duration influence the effectiveness of the training program. Practical implications for training development and theoretical implications for leadership and training literatures are discussed.

This field investigation examined the effects of conscientiousness and self-leadership training on employee self-direction. Conscientiousness correlated significantly with supervisor evaluations of self-direction for employees working in a hotel/resort. Self-leadership training was then conducted for a group of the employees. Gain score analysis failed to detect an overall effect for training on self-direction. However, conscientiousness was found to moderate the effect of self-leadership training in that training group employees who initially scored low on conscientiousness improved their behavior more than their high conscientiousness coworkers. Implications of these findings for the practices of employee training and selection are discussed.

Objective Suboptimal adenoma detection rate (ADR) at colonoscopy is associated with increased risk of interval colorectal cancer. It is uncertain how ADR might be improved. We compared the effect of leadership training versus feedback only on colonoscopy quality in a countrywide randomised trial. Design 40 colonoscopy screening centres with suboptimal performance in the Polish screening programme (centre leader ADR ≤25% during preintervention phase January to December 2011) were randomised to either a Train-Colonoscopy-Leaders (TCLs) programme (assessment, hands-on training, post-training feedback) or feedback only (individual quality measures). Colonoscopies performed June to December 2012 (early postintervention) and January to December 2013 (late postintervention) were used to calculate changes in quality measures. Primary outcome was change in leaders’ ADR. Mixed effect models using ORs and 95% CIs were computed. Results The study included 24 582 colonoscopies performed by 38 leaders and 56 617 colonoscopies performed by 138 endoscopists at the participating centres. The absolute difference between the TCL and feedback groups in mean ADR improvement of leaders was 7.1% and 4.2% in early and late postintervention phases, respectively. The TCL group had larger improvement in ADR in early (OR 1.61; 95% CI 1.29 to 2.01; p<0.001) and late (OR 1.35; 95% CI 1.10 to 1.66; p=0.004) postintervention phases. In the late postintervention phase, the absolute difference between the TCL and feedback groups in mean ADR improvement of entire centres was 3.9% (OR 1.25; 95% CI 1.04 to 1.50; p=0.017). Conclusions Teaching centre leaders in colonoscopy training improved important quality measures in screening colonoscopy. Trial registration number NCT01667198.

This paper summarizes recent studies based on the contingency model of leadership effectiveness tvhich suggest why research typically has failed to shotv that leadership training and experience increase organizational performance. The contingency model postulates that group performance depends on the match bettveen situational favorableness, that is, the leader's control and influence, and leadership motivation (as measured by the Least Preferred Coworker scale). Since leadership training and experience are designed to increase the leader's control and influence, they should improve the leader's situational favorableness. A change in situational favorableness through training and experience should, therefore, decrease the performance of some leaders tvhile increasing that of others. The empirical evidence, reviewed in this paper, supports this hypothesis. Based on the contingency model, netv strategies of leadership training and job rotation are suggested.

Purpose To identify the impact of leadership training programs at academic medical centers (AMCs) on physicians’ knowledge, skills, attitudes, behaviors, and outcomes. Method In 2011, the authors conducted a systematic review of the literature, identifying relevant studies by searching electronic databases (MEDLINE, EMBASE, CINAHL, Cochrane Central Register), scanning reference lists, and consulting experts. They deemed eligible any qualitative or quantitative study reporting on the implementation and evaluation of a leadership program for physicians in AMCs. Two independent reviewers conducted the review, screening studies, abstracting data, and assessing quality. Results The authors initially identified 2,310 citations. After the screening process, they had 11 articles describing 10 studies. Three were controlled before-and-after studies, four were before-and-after case series, and three were cross-sectional surveys. The authors did not conduct a meta-analysis because of the methodological heterogeneity across studies. Although all studies were at substantial risk of bias, the highest-quality ones showed that leadership training programs affected participants’ advancement in academic rank (48% versus 21%, P = .005) and hospital leadership position (30% versus 9%, P = .008) and that participants were more successful in publishing papers (3.5 per year versus 2.1 per year, P < .001) compared with nonparticipants. Conclusions The authors concluded that leadership programs have modest effects on outcomes important to AMCs. Given AMCs’ substantial investment in these programs, rigorous evaluation of their impact is essential. High-quality studies, including qualitative research, will allow the community to identify which programs are most effective.

AIM This paper is a report of an evaluation of the effects of a transformational leadership training programme on Unit Charge Nurses' leadership practices. BACKGROUND Current healthcare regulations in the European Union and accreditation efforts of hospitals for their services mandate transformation in healthcare services in Turkey. Therefore, the transformational leadership role of nurse managers is vital in determining and achieving long-term goals in this process. METHOD The sample consisted of 30 Unit Charge Nurses with a baccalaureate degree and 151 observers at two university hospitals in Turkey. Data were collected using the Leadership Practices Inventory-Self and Observer (applied four times during a 14-month study process from December 2005 to January 2007). The transformational leadership training programme had theoretical (14 hours) and individual study (14 hours) in five sections. Means, standard deviations and percentages, repeated measure tests and two-way factor analysis were used for analysis. RESULTS According the Leadership Practices Inventory-Self and Observer ratings, leadership practices increased statistically significantly with the implementation of the programme. There were no significant differences between groups in age, length of time in current job and current position. The Unit Charge Nurses Leadership Practices Inventory self-ratings were significantly higher than those of the observers. CONCLUSION There is a need to develop similar programmes to improve the leadership skills of Unit Charge Nurses, and to make it mandatory for nurses assigned to positions of Unit Charge Nurse to attend this kind of leadership programme.

This study investigated the impact of a transformational leadership training program for youth sport coaches on adolescent athletes' perceptions of transformational leadership and positive developmental experiences. The transformational leadership training program was associated with higher rates of perceived transformational leadership behaviour at follow-up when compared to baseline measures. Importantly, these increases were associated with significantly higher rates of self-reported developmental experiences. Coach training was associated with a predictability and reliability to athlete outcomes that was not evident in athletes of a comparison group. Transformational leadership may provide a theoretically sound foundation for coaching practice and education in the service of facilitating positive developmental outcomes for athletes.

Effective leadership is critical for optimizing cost, access, and quality in health care. Creating a pipeline of effective health care leaders requires developing leadership competencies that differ from the usual criteria of clinical and scientific excellence by which physicians have traditionally been promoted to leadership positions. Specific competencies that differentiate effective leaders from average leaders, especially emotional intelligence and its component abilities, are essential for effective leadership.Adopting a long-standing practice from successful corporations, some health care institutions, medical societies, and business schools now offer leadership programs that address these differentiating leadership competencies. The author draws on experience with such programs through the Cleveland Clinic Academy to provide recommendations for health care leadership training and to identify unanswered questions about such programs.The author recommends that such training should be broadly available to all health care leadership communities (i.e., nurses, administrators, and physicians). A progressive curriculum, starting with foundational concepts and extending to coaching and feedback opportunities through experiential learning, recognizes the challenge of becoming an effective leader and the long time line needed to do so. Linking leadership courses to continuing medical education and to graduate credit opportunities is appealing to participants. Other recommendations focus on the importance of current leaders' involvement in nominating emerging leaders for participation, embedding leadership development discussions in faculty's professional reviews, and blending discussion of frameworks and theory with practical, experiential lessons. The author identifies questions about the benefits of formal health care leadership training that remain to be answered.

Although significant progress has been made in developing leadership theory and understanding the traits, skills, behaviors, and styles that make a good leader, progress in bridging the gap between theory and practice using models of leadership training and development has been slow. This research attempts to answer the question of whether leadership training and development programs in the public sector improve leader and organizational performance. The findings indicate that a combination of coaching, classroom instruction, feedback, and experiential training has a significant impact on leader performance. In addition, organizational effectiveness improves for organizations whose leaders received the intervention. This article enhances our understanding of the impact that training and development can have on leader and organizational outcomes.