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Journal articles on the topic 'Leadership skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 January 2023

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1

PANAIT, Cristian. "DEVELOPING LEADERSHIP SKILLS. IDENTIFYING LEADERSHIP QUALITIES AND ATTRIBUTES." Review of the Air Force Academy 15, no. 1 (May 22, 2017): 167–72. http://dx.doi.org/10.19062/1842-9238.2017.15.1.22.

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Franzen-Waschke, Ute. "Leadership Skills." GiLE Journal of Skills Development 2, no. 2 (October 12, 2022): 9–11. http://dx.doi.org/10.52398/gjsd.2022.v2.i2.pp9-11.

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3

Falter, Elizabeth. "LEADERSHIP SKILLS." AJN, American Journal of Nursing 106, no. 5 (May 2006): 17. http://dx.doi.org/10.1097/00000446-200605000-00009.

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Mumford, Michael D., Stephen J. Zaccaro, Mary Shane Connelly, and Michelle A. Marks. "Leadership skills." Leadership Quarterly 11, no. 1 (March 2000): 155–70. http://dx.doi.org/10.1016/s1048-9843(99)00047-8.

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Williams, Ruth. "Leadership skills?" Nursing Management 23, no. 5 (September 2016): 10. http://dx.doi.org/10.7748/nm.23.5.10.s11.

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Brooks, Janine. "Intelligent leadership and leadership skills." BDJ In Practice 35, no. 1 (January 10, 2022): 16–18. http://dx.doi.org/10.1038/s41404-021-1005-z.

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MUMFORD, TROY V., MICHAEL A. CAMPION, and FREDERICK P. MORGESON. "A LEADERSHIP SKILLS STRATAPLEX: LEADERSHIP SKILL REQUIREMENTS ACROSS ORGANIZATIONAL LEVELS." Academy of Management Proceedings 2003, no. 1 (August 2003): H1—H6. http://dx.doi.org/10.5465/ambpp.2003.13792974.

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Mumford, Troy V., Michael A. Campion, and Frederick P. Morgeson. "The leadership skills strataplex: Leadership skill requirements across organizational levels." Leadership Quarterly 18, no. 2 (April 2007): 154–66. http://dx.doi.org/10.1016/j.leaqua.2007.01.005.

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9

Jastrzembski, Jennifer B. "Developing leadership skills." American Journal of Health-System Pharmacy 64, no. 18 (September 15, 2007): 1900–1903. http://dx.doi.org/10.2146/ajhp060563.

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Hannigan, C. "Boosting leadership skills." Veterinary Record 167, no. 21 (November 20, 2010): i. http://dx.doi.org/10.1136/vr.g7057.

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Wright, Jane. "Teaching leadership skills." British Journal of School Nursing 13, no. 4 (May 2, 2018): 202–3. http://dx.doi.org/10.12968/bjsn.2018.13.4.202.

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12

Tradewell, Golden M. "Developing leadership Skills." Journal for Nurses in Staff Development (JNSD) 14, no. 3 (May 1998): 160–61. http://dx.doi.org/10.1097/00124645-199805000-00012.

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13

Farrell, Maggie. "Leadership Reflections: Leadership Skills for Knowledge Management." Journal of Library Administration 57, no. 6 (August 18, 2017): 674–82. http://dx.doi.org/10.1080/01930826.2017.1340768.

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Shooter, Wynn, Jim Sibthorp, and Karen Paisley. "Outdoor Leadership Skills: A Program Perspective." Journal of Experiential Education 32, no. 1 (August 2009): 1–13. http://dx.doi.org/10.1177/105382590903200102.

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Successful hiring, training, and pairing or grouping of staff requires administrators to consider the relationship between their programs' goals and the specific outdoor leadership skills of individual leaders. Authors have divided outdoor leadership skills into a three-category structure, and models of outdoor leadership have focused on skills from the perspective of the individual outdoor leader. In contrast, this paper proposes a model of outdoor leadership that addresses the perspective of the program. In addition to considering the language and structure of outdoor leadership skill categories, this synthesis of literature results in the suggestion of alternate and consistent terminology for outdoor leadership skill categories and presents a model that can be used to guide hiring, training, and staffing decisions.

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15

Lindley, Daniel. "Nurture Your Leadership Skills." Major Gifts Report 24, no. 7 (May 30, 2022): 7. http://dx.doi.org/10.1002/mgr.31952.

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16

Mariz, George, Donna McCrea, Larry Hackman, Tony Kurtz, and Randall Jimerson. "Leadership Skills for Archivists." American Archivist 74, no. 1 (April 2011): 102–22. http://dx.doi.org/10.17723/aarc.74.1.h65171q8q115557g.

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McNichol, Elaine, and Susan Smith. "Measure your leadership skills." Nursing Standard 15, no. 22 (February 14, 2001): 77. http://dx.doi.org/10.7748/ns.15.22.77.s64.

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Bryson, David. "Developing your leadership skills." Journal of Visual Communication in Medicine 41, no. 4 (October 2, 2018): 212–13. http://dx.doi.org/10.1080/17453054.2018.1483190.

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19

Franke, Franziska, and Jörg Felfe. "Transfer of Leadership Skills." Journal of Personnel Psychology 11, no. 3 (January 2012): 138–47. http://dx.doi.org/10.1027/1866-5888/a000066.

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The successful transfer of managerial skills acquired in training is important for organizational performance. As leadership skills are complex, it is highly demanding to learn these skills and to apply them in practice. Therefore, motivation to transfer and organizational support are important determinants of transfer particularly in managerial training. The present study examined the lagged effect of motivation to transfer and organizational support on the leaders’ behavior right after training and 1 year later. As expected, motivation to transfer and organizational support predict behavioral transfer immediately after training and 1 year later. Moreover, behavioral transfer after the training predicts job performance 1 year later.

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20

Kuhn, Peter, and Catherine Weinberger. "Leadership Skills and Wages." Journal of Labor Economics 23, no. 3 (July 2005): 395–436. http://dx.doi.org/10.1086/430282.

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21

Gunden, Elizabeth, and Susan Crissman. "Leadership skills for empowerment." Nursing Administration Quarterly 16, no. 3 (1992): 6–10. http://dx.doi.org/10.1097/00006216-199201630-00004.

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22

Haugen, Marty. "Leadership Skills and Instrumentation." Liturgy 6, no. 3 (January 1987): 68–73. http://dx.doi.org/10.1080/04580638709409066.

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23

Collins, John. "Developing Pupils' Leadership Skills." Improving Schools 6, no. 1 (March 2003): 44–50. http://dx.doi.org/10.1177/136548020300600108.

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24

Krug, Jim. "People Skills: Leadership Development." Journal of Management in Engineering 12, no. 6 (November 1996): 15–16. http://dx.doi.org/10.1061/(asce)0742-597x(1996)12:6(15).

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25

GRENSING-POPHAL, LIN. "IMPROVING YOUR LEADERSHIP SKILLS." Nursing 27, no. 4 (April 1997): 41. http://dx.doi.org/10.1097/00152193-199704000-00021.

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26

Lewis, Laurie. "TCAB Fosters Leadership Skills." AJN, American Journal of Nursing 109 (November 2009): 52. http://dx.doi.org/10.1097/01.naj.0000362024.77999.ba.

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Mumford, Michael D., Michelle A. Marks, Mary Shane Connelly, Stephen J. Zaccaro, and Roni Reiter-Palmon. "Development of leadership skills." Leadership Quarterly 11, no. 1 (March 2000): 87–114. http://dx.doi.org/10.1016/s1048-9843(99)00044-2.

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28

BEERS, LEE SAVIO. "Leadership Skills, Part 3." Pediatric News 43, no. 4 (April 2009): 28. http://dx.doi.org/10.1016/s0031-398x(09)70115-8.

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BEERS, LEE SAVIO. "Leadership Skills, Part IV." Pediatric News 43, no. 5 (May 2009): 32. http://dx.doi.org/10.1016/s0031-398x(09)70146-8.

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BEERS, LEE SAVIO. "Leadership Skills, Part V." Pediatric News 43, no. 6 (June 2009): 38. http://dx.doi.org/10.1016/s0031-398x(09)70183-3.

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BEERS, LEE SAVIO. "Leadership Skills, Part VI." Pediatric News 43, no. 7 (July 2009): 28. http://dx.doi.org/10.1016/s0031-398x(09)70213-9.

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BEERS, LEE SAVIO. "Leadership Skills, Part VII." Pediatric News 43, no. 8 (August 2009): 28. http://dx.doi.org/10.1016/s0031-398x(09)70241-3.

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BEERS, LEE SAVIO. "Leadership Skills, Part VIII." Pediatric News 43, no. 10 (October 2009): 28. http://dx.doi.org/10.1016/s0031-398x(09)70292-9.

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34

Mathena, Katherine A. "Nursing Manager Leadership Skills." JONA: The Journal of Nursing Administration 32, no. 3 (March 2002): 136–42. http://dx.doi.org/10.1097/00005110-200203000-00006.

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35

Kim, Chulwoo. "Developing Effective Leadership Skills." Public Administration Review 69, no. 3 (May 2009): 547–49. http://dx.doi.org/10.1111/j.1540-6210.2009.02001.x.

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36

Sobel, Ann E. K. "Nurturing student leadership skills." ACM SIGCSE Bulletin 46, no. 3 (July 2014): 10. http://dx.doi.org/10.1145/2661757.2661762.

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37

Idris, Rodiah, Siti Rahayah Ariffin, and Noriah Mohd Ishak. "Contribution of Generic Skills to Leadership Skills." International Journal of Learning: Annual Review 17, no. 12 (2011): 195–210. http://dx.doi.org/10.18848/1447-9494/cgp/v17i12/47377.

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38

Padron, Thomas C., and Matthew J. Stone. "Leadership Skills in Event Management Courses." Event Management 23, no. 6 (December 6, 2019): 927–37. http://dx.doi.org/10.3727/152599518x15403853721321.

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Event management education continues to increase in popularity and importance. However, in many event management courses, learning outcomes are often expressed in learning process-oriented skills. Beyond event management skills, this research proposes that leadership skills should also be included in event management courses. Experiential learning activities are an ideal opportunity to develop, practice, and enhance leadership skills and the optimal situation is experiential learning activities. Students were surveyed after completing an event management course, which included an experiential learning activity where they developed and produced instructor-led events. Students indicated that they learned many leadership skills, including communication, commitment, strategic planning, and accountability. Communication was the most cited skill that students both learned and demonstrated, and this correlated to the students' perception that communication is also the most important leadership skill required for a career in event management. It is proposed that event management courses utilize leadership skills in the course objectives and that, by doing so, it may provide additional student benefits and academic legitimacy to these courses.

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39

Kairys, Moira Rose. "The influence of gender on leadership in education management." International Journal of Educational Management 32, no. 5 (June 11, 2018): 931–41. http://dx.doi.org/10.1108/ijem-04-2017-0094.

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Purpose Leaders in education face diverse challenges in an increasingly competitive and changing environment. Although women numerically dominate the workforce, senior managers are predominately men. The purpose of this paper is to examine leadership skills required for senior management roles in vocational education training (VET); determine if the ranking of importance of skills differs by gender and if the ranking contributes to women not advancing to senior management roles. As skills are abilities that can be developed and learned focusing on leadership skills will provide further insight into leadership and influence leadership development programs in VET to re-orientate women into senior management roles. Design/methodology/approach The methodology was based on the theoretical framework of the Leadership Skills Strataplex Model (LSSM). The model categorises leadership skills into cognitive, interpersonal, business and strategic skills and determines skill requirement based on management level. A quantitative study with data collected from an online survey completed by 100 senior managers employed in Australian VET, with an even distribution of men and women, identified leadership skills and ranked the importance of the skills. Analysis of the data was conducted using correlation test and principal factor analysis. Findings Both men and women identified that cognitive, interpersonal, business and strategic skills were required for senior management roles in VET; however, they ranked the importance of these skills differently. Men ranked business and strategic skills as the most important whilst women ranked cognitive and interpersonal skills. The findings provide insight into how gender influences leadership with men focused on task-orientated leadership skills whilst and women focused on relationship development leadership skills. Research limitations/implications The major limitation of this study was that the results were derived from the employees’ perspective and not that of the employer. However, the limitation does not detract from the overall contribution, this study makes to leadership, leadership skills and VET. The findings of this study suggest that further education leadership research is warranted as most studies are predominately focused on leadership theory with limited reference to leadership skills. Practical implications The findings of this study provide practical implications to inform VET leadership professional development programs for teachers and managers to focus on leadership skills. The difference in ranking of importance of leadership skills by men and women highlights that focusing on specific leadership skill development of cognitive, interpersonal, business and strategic skills for aspiring managers may help re-orientate women into senior management roles. Originality/value The use of the LSSM, previously used in government and higher education to identify leadership skills, the online survey as the data collection tool and quantitative analysis provides originality in the methodology rarely seen in VET education. The study adds value to education management, VET, leadership, and gender research by providing insight into leadership skills.

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AbuJbara, Nida’a K., and Jody A. Worley. "Leading toward new horizons with soft skills." On the Horizon 26, no. 3 (September 10, 2018): 247–59. http://dx.doi.org/10.1108/oth-10-2017-0085.

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Purpose This paper aims to highlight the importance of soft skills for leadership and offers recommendations for soft skill development training for the next generation of leaders. Design/methodology/approach An integrated review of current research literature was conducted on management, leadership and soft skills to develop recommendations for integrating the development of soft skills in leadership development training protocol. Findings A one-size-fits-all approach does not work for soft skills development or measurement. Each soft skill is defined differently and should be assessed based on different behavioral actions. Progress in this area of measurement development will make a great impact on the use of soft skills. The development of assessment tools for the different soft skills across professional disciplines is assumed to enhance other aspects of transformational leadership such as coaching and mentoring. Research limitations/implications Current strategies for the assessment and measurement of soft skills present an obstacle for including these skills in current leadership training models. Practical implications The paper includes implications for the development of soft skills for the next generation of leaders and offers recommendations for integrating the development of soft skills in leadership training programs. Originality/value This paper fulfills an identified need to study how soft skills can be measured and assessed. This is important given that specific skills vary across professional disciplines and organizational contexts.

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Komashie, Desmond, and Nathan Austin. "USING SKILL THEORY TO EXAMINE HEAD-TEACHERS� LEADERSHIP SKILLS." European Journal of Management 17, no. 1 (March 1, 2017): 57–70. http://dx.doi.org/10.18374/ejm-17-1.6.

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42

Shipper, F., D. A. Pearson, and D. Singer. "A Study and Comparative Analysis of Effective and Ineffective Leadership Skills of Physician and Non-Physician Health Care Administrators." Health Services Management Research 11, no. 2 (May 1998): 124–35. http://dx.doi.org/10.1177/095148489801100207.

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This paper explores and compares, at both micro and macro levels, the leadership skills of effective and ineffective managers in a health care setting. In addition, it compares the leadership skills of physician and non-physician health care administrators at both levels. The results indicate that effective managers have significantly different leadership skill profiles than ineffective managers. Furthermore, effective managers have a more complete set of skills and are not as likely to rely on one type of skills as the ineffective managers. In addition, no substantial evidence was found to support prior assertions that physician administrators would be deficient in leadership skills.

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43

Fathara, Richa Nahdalaily, Bambang Hermanto, and Pratami Wulan Tresna. "Perilaku dan Keterampilan Kepemimpinan di PT.X: Pendekatan Kualitatif Eksploratif." Jurnal Riset Akuntansi dan Manajemen Malahayati 11, no. 2 (August 18, 2022): 82–93. http://dx.doi.org/10.33024/jrm.v11i2.5681.

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Leadership has become an important part of organizational development to achieve a sustainable competitive advantage in responding to an increasingly uncertain business environment. Therefore, it is important to identify which specific behaviours and skills a leader must possess to achieve success in business. Without defining the required leadership behaviours and skills, companies may fail to optimize their leadership outcomes. The purpose of this study was to explore the types of leadership behaviours and skills adopted by PT.X operating in Pekanbaru, Riau and their goals in adopting these skills. It aims to determine the essential skills for entrepreneurial leadership in achieving success. The focus of this research specifically focuses on leadership at PT.X which is engaged in the culinary business sector in Pekanbaru. This research identifies nine skill categories which are the behaviours and skills possessed by leaders in this sector.

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44

Mencl, Jennifer, Andrew J. Wefald, and Kyle W. van Ittersum. "Transformational leader attributes: interpersonal skills, engagement, and well-being." Leadership & Organization Development Journal 37, no. 5 (July 4, 2016): 635–57. http://dx.doi.org/10.1108/lodj-09-2014-0178.

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Purpose – The purpose of this paper is to examine the effects of interpersonal skills (emotional and political skills) and work engagement on transformational leadership and leader well-being at work. Design/methodology/approach – Emotional control, emotional sensitivity, political skills, work engagement, transformational leadership behaviors, and job satisfaction were assessed in an empirical study of 278 employees. The relationships between emotional skills, political skills, work engagement, and transformational leadership were evaluated using participants in managerial positions (n=159). The combined influence of interpersonal skills and work engagement on job satisfaction was examined as a comparison between managers and non-managers (n=119). Findings – In addition to the positive effects of work engagement on outcome measures, results showed political skill is an important capability contributing to transformational leadership and leaders’ job satisfaction. Findings also showed the interaction of emotional skill, political skill, and work engagement contributed to job satisfaction among managers. Practical implications – Organizations must provide managers with opportunities to develop political skills or modify selection processes to identify candidates who possess political skills for management positions. Organizations will also benefit from implementing ways to engage managers in their work to facilitate transformational leader behaviors and promote their well-being. In addition, organizations can work to identify and develop managers’ emotional control and sensitivity skills specific to individual needs. Originality/value – Research investigating personal attributes that influence transformational leadership as an outcome is limited. This study contributes to the leadership literature and sheds light on the literature on the microfoundations of management competencies by examining managers’ skills and engagement on their leader behaviors and job satisfaction. Insights are discovered regarding the combination of emotional skills, political skills, and work engagement that indicate interpersonal skills and engagement have supplementary effects on transformational leader behaviors and leader well-being.

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45

Tucker, Elissa, and Sue Lam. "Dynamic leadership – a leadership shortage solution." Strategic HR Review 13, no. 4/5 (June 3, 2014): 199–204. http://dx.doi.org/10.1108/shr-06-2014-0035.

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Purpose – The purpose of this research paper is to explore how organizational leadership style is related to employee leadership skills, leadership and business trends, as well as leadership practices. Design/methodology/approach – In total, 547 participants representing a variety of industries and organization sizes completed an online survey on the current state of leadership at their organizations. We compared the responses of participants working in organizations using a traditional leadership style (n = 121) with those in organizations with a dynamic leadership style (n = 105). Findings – Consistent with hypotheses, the results show that the traditional, hierarchical and command-and-control style of organizational leadership is associated with larger leadership skills gaps, while a more dynamic, all-inclusive and collaborative leadership style is associated with smaller leadership skills gaps. Specific business trends and leadership practices partially explain the association between organizational leadership style and organizational leadership shortages. These factors provide guidance for human resources practitioners looking to set priorities and plans for fostering dynamic leadership within their organizations. Originality/value – This study provides insights into why the leadership deficit endures and what organizations can do to put the issue to rest. This research is unique in that it goes beyond identifying and quantifying specific leadership skills gaps to also reveal which factors may be driving these leadership deficits. This research also isolates which organizational practices and leadership approaches are associated with smaller leadership skills gaps.

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46

Hall-Yannessa, Stacey L., and Scott Forrester. "Differences in Leadership Development of Club Sport Officers." Recreational Sports Journal 28, no. 1 (May 2004): 7–18. http://dx.doi.org/10.1123/rsj.28.1.7.

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For years, campus recreation professionals have attributed the positive effects of participation in recreational sports to the development of student leadership skills. However, there is little empirical research supporting these claims. Using the Student Leadership Skills Inventory (SLSI), this study attempts to measure leadership skill development of club sport officers. More specifically, this study examines differences in reported leadership skills both before, and immediately following, a one-year leadership role and compares the findings between the positions of president, vice president, treasurer, and secretary. The findings are discussed in the context of the limitations of the study. The implications of these findings for the field of recreational sports are presented, as well as the need for further research documenting the impact of club sports on leadership skill development.

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47

Harrison, Christian, Kevin Burnard, and Stuart Paul. "Entrepreneurial leadership in a developing economy: a skill-based analysis." Journal of Small Business and Enterprise Development 25, no. 3 (June 18, 2018): 521–48. http://dx.doi.org/10.1108/jsbed-05-2017-0160.

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PurposeThe purpose of this paper is to examine entrepreneurial leadership and to determine the entrepreneurial leadership skills which are important for success in a developing economy environment. Specifically, the focus of this research was on entrepreneurial leadership within the retail pharmacy sector in Nigeria.Design/methodology/approachThis study was guided by an interpretivist-constructionist perspective. By adopting a qualitative approach, the lived experiences of the retail pharmacy entrepreneurs could be understood. In total, 51 semi-structured interviews were the mode of data collection, and data were triangulated via three sources: entrepreneurs, employees, and literature.FindingsFrom the study results, a vivid picture of entrepreneurial leadership was formed, which in turn provides the basis for an empirical skill-based model of this phenomenon in a developing economy. This study identifies four distinct entrepreneurial leadership skill categories. These include technical/business skills, interpersonal skills, conceptual skills, and entrepreneurial skills. The findings of this study also show the factors and conditions necessary for entrepreneurial leadership in a developing economy.Originality/valueThe findings of this study have implications in theory and practice. Its results provide an empirical, skill-based framework on entrepreneurial leadership in a developing economy, a subject area for which there exists a lack of background literature. In practice, the findings of this study serve as a useful reference for practitioners and policy makers of the skills and other factors required for people to succeed as entrepreneurial leaders.

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48

Hamdoun, Ali. "Academic leadership commences by self-leadership." SHS Web of Conferences 111 (2021): 01001. http://dx.doi.org/10.1051/shsconf/202111101001.

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Enhancing leaders and leadership are major elements when pursuing improvement of learning and teaching in the higher education sector. This study was conducted to investigate the self-leadership skills of the academic staff in the Lebanese higher education sector. It is stated that “an effective academic leader must be able to lead oneself effectively before he or she can lead others within and outside the classroom”. Through a survey, academic staff (instructors) were asked to rank selfleadership skills that they believe they possess and apply. This survey also presented questions that allowed the researcher to identify whether academics have a clear comprehension of this concept in Lebanese universities and what prevents them from attaining and applying them. The data collected was analyzed using SPSS. The findings indicated that the skills of self-leadership were not being applied effectively and the concept was not clearly comprehended by the Lebanese higher education institutions. Thus, it is recommended to train the academic staff to improve their knowledge, attitudes and skills regarding the concept of selfleadership and it presented potential strategies that facilitated sharing innovations to effectively apply such leadership and promote the importance of quality teaching experiences.

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49

Fischer, Shelly Ann. "Developing nurses’ transformational leadership skills." Nursing Standard 31, no. 51 (August 16, 2017): 54–63. http://dx.doi.org/10.7748/ns.2017.e10857.

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Major, Denise. "Developing effective nurse leadership skills." Nursing Standard 34, no. 6 (May 24, 2019): 61–66. http://dx.doi.org/10.7748/ns.2019.e11247.

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