Academic literature on the topic 'Leader skill maturation'

Youth soccer performance is multifaceted, includes physical growth, biological maturation, and physical fitness, and is linked to the sporting environment to which the players are exposed. We aim to describe age-related associations in body physique, body composition, physical performance technical and tactical skills, psychological and club characteristics of male soccer players aged 12 to 14 years. A total of 157 male soccer players clustered into three age-cohorts (12, 13 and 14 years) were recruited from six soccer clubs. Anthropometric, body composition and body physique, biological maturation, physical performance, skill/game proficiency data, psychological characteristics, and clubs’ characteristics were collected. Group means were compared using analysis of variance and covariance. Fourteen years old players were significantly taller, heavier, leaner, faster, stronger, and technically more skilled than their younger peers (p < 0.05). Differences in physical performance and technical skills (p < 0.05) were found between age groups when adjusting for confounders of soccer training and biological maturation. No significant differences (p > 0.05) between age groups were found in psychological domains. Our findings suggest that age, biological maturation, and training volume are key factors influencing young soccer players’ performance and development. Further, clubs’ conditions provide players with ample resources for their success in training and competition.

Purpose In the last 10 to 15 years, research studies have focused on the effects of differences across generations that result in differences in cultural expectations within the workplace (e.g. Arsenault, 2004). Different generations create shared attitudes to work and preferences for types of work which result in differences in their perception of, for instance, what makes a good leader or even the value of leadership within an organisation. While these generational differences are real, these analyses do not take into account differences that might result from the age, and therefore developmental stage, of the populations being assessed. The neuroscience literature clearly shows that there are maturational differences in the brain which are not complete until late teens to early 20s. It is therefore possible that some of the generational differences result from differences in processing ability resulting from structural immaturities in the brain. In particular, there are differences in the rate of maturation of areas of the brain related to reward sensitivity, threat sensitivity and regulation of behaviour which result in substantial differences in behaviour from adolescence through into adulthood. The purpose of this paper is to consider the effect of maturational changes in the brain on behaviours related to leadership and to outline ways in which these changes can be addressed in order to encourage young people to develop as leaders. This will include providing suitable experiences of leadership to encourage the faster development of the neural structures which underlie these capabilities. Design/methodology/approach Recent advances in neural imaging have resulted in a substantial increase in research investigating the development of the brain during adolescence. A literature review was conducted to find adolescent research that investigated decision making and risk taking. The data obtained were integrated and implications for leadership were drawn from an analysis of the resulting theoretical framework. Findings The research into decision-making processes in adolescents and younger adults points to a number of ways in which these differ from mature decision making. Younger people: (find it harder to inhibit behaviours) are more responsive to immediate reward; are more optimistic about the outcome of risky decisions; and are more responsive to social rewards (Jones et al., 2014). They also lack the experiences that adults use to distil the gist of a situation and therefore are more dependent on conscious, cost-benefit analysis of the outcome of decisions. Practical implications An understanding of the differences between adult and adolescent decision making points to the role of experience as a key factor in mature decision making. If adolescents are to make mature decisions, they have to be offered suitable challenges in safe environments from which they can gain expertise in leadership decision making. These can be designed to account for differences in sensitivity to reward and punishment in this group. In addition, young adults would benefit from learning the gist interpretations that have been extracted from situations by experienced leaders. This suggests that adolescents and adults would benefit from simulated leadership experiences and leadership mentoring. Social implications The Baby Boomer generation who currently hold many of the leadership positions in organisations are coming close to requirement. They will have to be replaced by members of Generation X and the Millennial Generation resulting in potentially younger leaders. In addition, flatter organisational structures that are currently being implemented in many organisations will require leadership at many more levels. Thus, we need to be able to develop leadership skills in a more diverse and younger section of society. Understanding how the brain develops can help us to design appropriate leadership experiences and training for this upcoming generation of young leaders. Originality/value Recent advances in neuroscience of adolescence provide a unique opportunity to bring new evidence to bear on our understanding of decision making in young adults. This provides practical implications for how to develop leadership within this group and to support them as they gain experience in this domain. The evidence also points to a benefit for the increased risk taking seen in adolescence since this leads to greater motivation to try new, and potentially risky, ventures. Through a better understanding of the differences in decision making, we can both help adolescents to develop more mature decision making faster while benefitting from the optimism of youth.

Background and Objectives: The Accreditation Council for Graduate Medical Education (ACGME) has implemented milestones for progression of residents. Career academic physicians would benefit from similar concrete guidance for scholarly activity and faculty development. After developing milestones across six recognized competencies among our family medicine academicians, we acknowledged the potential benefit of expanding the development of milestones throughout the academic medical center. Methods: Milestones that we previously developed were modified by departmental leaders within our institution reflecting levels of career development based on benchmarks in each field. These objective measures for guiding maturation of clinical and academic skill sets were then circulated to clinicians in five residency programs throughout our academic medical center for self-evaluation. We analyzed the completed surveys to determine if an association exists between years in academics and rank across each area of competency. Results: We received fifty-three responses from the 91 faculty invited. We noted a significant association in the competency of medical knowledge with progression from assistant to full professor, and we noted a trend toward significance in professionalism and progression from assistant to full professor. These objective measures of clinician development and competency suggest association with levels of academic career development by rank within the institution. Conclusions: This rubric can be helpful for directing faculty development and faculty mentorship. These milestones are general enough that other physician specialties may be able to adopt them for their own needs.

BackgroundResearch suggests health and care leaders need to develop a distinct set of political skills in order to understand and manage the competing interests and agenda that characterise health and care services.AimTo understand how healthcare leaders describe the acquisition and development of political skills with the aim of providing evidence for leadership development programme.MethodsA qualitative interview study was carried out between 2018 and 2019 with 66 health and care leaders located within the English National Health Service. Qualitative data were subject to interpretative analysis and coding, with themes related to pre-existing literature on the methods of leadership skill development.ResultsThe primary method of acquiring and developing political skill is through direct experience in leading and changing services. This is unstructured and incremental in nature with skill development increased through the accumulation of experience. Many participants described mentoring as an important source of political skill development, especially for reflecting on first-hand experiences, understanding the local environment and fine-tuning strategies. A number of participants describe formal learning opportunities as giving them permission to discuss political issues, and providing frameworks for conceptual understanding of organisational politics. Overall, no one approach appears to reflect the changing developmental needs of leaders.ConclusionsThe study suggests that healthcare leaders’ development of political skills and behaviours might be supported through an integrative approach that takes into account the evolving learning needs and opportunities at different career stages in the form of a maturation framework.

With over two billion members, Facebook has established itself as the undisputed leader among social networking sites in the modern era. As a consequence of this, studies have been conducted to investigate its viability as a classroom setting for a variety of educational domains, along with the study of English as a second language (EFL). According to the results of several research studies, Facebook is beneficial for the development of productive language. Talents such as writing are seen as having the lowest demand and the most challenging skill to acquire and master. As a result, this research aims to investigate the effect that Facebook has on the maturation of writing skills and abilities in picking up English for those who speak other languages. The process revolves on looking for accessible information in combination with studies on the study issue, which is the influence that Facebook has on students' abilities to write in English as a Foreign Language, in the Web of Science and Scopus are two of the most important databases in the world. The search was not restricted to any particular time period at any point. Based on the findings of this research paper, making use of Facebook may have a beneficial impact on one's ability to improve their writing abilities in English as a Foreign Language classrooms, particularly in the framing and organizing of ideas, increasing motivation, and building as well as encouraging pupils to work together in groups, increasing their vocabulary, and helping them become less reserved. Nevertheless, there is a need for more experimental study in this field in order to shed light on other elements of the process of writing, such as communicative language ability, which may be enhanced by employing Facebook, in addition to academics hailing from regions other than Asia.

Sports management is the process of working with people and material resources to effectively accomplish the goals of sports organizations. An intriguing paradox makes sports management an attractive field to be studied: Business Management competing with People Management. The highlight that can be made is that people management reflects how much leaders are able to perceive the individual and collective characteristics of the members of the work teams and their value in enabling personal and organizational results. The perceived studies were obtained through a systematic literature review about behavioral skills in sports management from the perspective of leadership in the reality of Sports Management as a whole. Objective: To identify the behavioral competencies described in the literature in managers working in the field of sport. Results: behavioral competencies are diagnosed through conceptual maturation, reflections on actions aligned with the conceptions of organizations and values of the sport. Conclusion: Behavioral competencies were identified in several referring terms, such as interpersonal skills, human formation process, self-awareness, emotional attachment, and leadership attitudes. There is a considerable gap in the investigation of the performance of sports managers with regard to their relationship with their peers. There is still a tendency toward diagnostic identification of process management to the detriment of people management. Keywords: Leadership, sport, sports teams, behavioral skills, sport management.

The Centralized Otolaryngology Research Efforts (CORE) grant program coordinates research funding initiatives across the subspecialties of otolaryngology–head and neck surgery. Modeled after National Institutes of Health study sections, CORE grant review processes provide comprehensive reviews of scientific proposals. The organizational structure and grant review process support grant-writing skills, attention to study design, and other components of academic maturation toward securing external grants from the National Institutes of Health or other agencies. As a learning community and a catalyst for scientific advances, CORE evaluates clinical, translational, basic science, and health services research. Amid the societal reckoning around long-standing social injustices and health inequities, an important question is to what extent CORE engenders diversity, equity, and inclusion for the otolaryngology workforce. This commentary explores CORE’s track record as a stepping-stone for promoting equity and innovation in the specialty. Such insights can help maximize opportunities for cultivating diverse leaders across the career continuum.

This study examines how leaders enable their organisations to adapt and succeed in complex environments. Through the joint lenses of complexity theory and the cognition and social neuroscience of leadership it focuses on how leadership directly influences the creation and ongoing function of an adaptive organisation. The study includes the comparison of four leaders through embedded case studies as an abductive approach to initial theory building, and the follow up of two of them as a comparative method of analysis, and it generates a substantive theory of leadership cognition called emergent logic. This leadership approach is especially relevant to leading complex human systems in emergent environments, the scenario for the majority of organisations in the present day. This thesis addresses two questions: How do leaders of adaptive organisations think? And what do leaders of adaptive organisations do? Among the major findings the study reveals that a critical success factor is the leader’s capacity to create and guide a complex human system by establishing and maintaining a shared mental model of its collective purpose, guided by deeply held and articulated values. The cognitive constructs of complexity and emergent logic have a direct and indirect effect on individuals and the organisation, and facilitate the creation of an adaptive operational culture and organisational mind, and the complementary enabling structures that allow for ongoing evolution through emergence, transformation and diffusion as required. Thus the organisation and its people can progressively build more complex emergent mental models and solutions in the face of increasingly common unpredictable situations, leading to the capability for organisational adaption and evolution over time. In contributing to the theory of creating and leading adaptive organisations, supported by empirical research, this study has improved our understanding of the effect of the leader’s cognitive capacity on organisational adaptability and the level of entanglement; revealed the links between the creation of adaptive organisational structures and their culture; examined the growth of individual and collective capability to manage the increasing complexity and emergence created by successful adaption and evolution; identified the common elements of various types of complex systems that are relevant to adaptive change; presented a model of emergent logic and described the empirical use of that model over time.
Thesis (Ph.D.) -- University of Adelaide, Business School, 2014

Growth is one of the most fashioning phenomena in the biological context. In this brief report, a vision between growing and exercise practice is found. Human maturation is controlled by internal biological factors focused not only to development of stature, muscle mass, and strength, but human maturation regards, also, the development of the central and peripherical nervous systems and the sprouting of synapses between neurons and basal ganglia that lead to high motor control during physiological outcomes. Thus, the trends of maturation become important to be accurate during Physical Education proposal. For example, precaution in the use of overload before 18 years, funny game for endurance performance or activity centered on general skill at high speed are in the authors' opinion valid suggestions. In the absence of pathological condition or scant nutrition, all children can follow constant practice according to scientific evidence.

Performance-based assessments are more than just skill development. They are part of evaluating relevant experiences that lead to the maturation of professional dispositions. A goal of performance-based assessment is that as learners—such as teacher candidates—meet the challenges of a performance-based assessment they become deeply cognizant and metacognitive of the level of commitment it takes to be an effective teacher. This chapter argues that at its core performance-based assessment is experiential learning. The chapter reports and compares the findings from two case studies in order to develop a theoretical model for a performance-based assessment of experiential learning. The model, called the Performance-Based Assessment Cycle, weds David Kolb's Experiential Learning Theory with features of performance-based assessment. The Performance-Based Assessment Cycle is centered on the development of evaluating relevant experiences through a process of doing, concluding, connecting, and renewing.