LEADERSHIP DEVELOPMENT PROGRAM: A REVIEW RELATED LITERATURE

_____________________________

A Thesis Presented to
The Faculty of the Professional School
University of Mindanao Davao City

______________________________

In a Partial fulfillment
To the
Degree Master of Management

_________________________________

Michelle Yap Acledan PhD,

Raymond P. Beritan
09305533152

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 TABLE OF CONTENTS

Title page ........................................................................................................................1

Table of content………… .............................................................................................. 2

Introduction...........................................................................................……………….…..3

Review of related Literature …………………………………………………………………..4

Strategies are teachers using……………………………………………………………….4-9

Employee Development………………………………………………………………………10

Quality of work life..……..……………………………………………………………..…11-12

Individual leadership in health services……………………………………………………..13

Similar and dissimilar study…………………………………………………………………14

Conclusion……………………………………………………………………………………15

Bibliography………………………………………………………………………………16-17

2
 Introduction

This paper is a review of the literature regarding leadership development programs

(LDPs), including their purpose and effectiveness. Although leadership is an emerging
interdisciplinary field, there has been very little research on LPDs in general. Over the
last century, only 201 articles were published related to leadership interventions and
considerably less focused on whether training was worthwhile (2014). LDPs have
become common in the last two decades to address the pressing need to prepare
adequate numbers of leaders as well as help develop and improve leadership skills and
abilities; Don Mills 33.6 (Jun 2013): 21; though there has been very little focus on
evaluating these programs .The need for leaders and leadership has been frequently
discussed in the contemporary management circles with minimal advancement. Few
would argue poor leaders are beneficial for organizations, but what is the impact of a
strong leader or effective LDPs for the organization? Traditionally, the term leadership
suggests direct control over others. However, the rapid change and advancements in
economic, political, technological, and social factors influence the need for more-
effective leaders in the workplace that do not attempt to control others but rather lead
others. Articles reviewed for this literature review demonstrated the need for a more-
comprehensive understanding of LDPs, from what they are to why organizations are
investing in leadership. Companies and organizations place immense capital and trust
in leaders yet lack an in-depth understanding of LDPs. Though the capital invested is
significant and on the surface appears influential, the openness to when and how these
programs are led should make even the biggest supporters of leadership development

3
question their value. Many organizations promote based on seniority and experience in
the organization rather Than taking consideration for who possesses the qualities most
typically associated with effective leaders. This may lead to negligence of how LDPs
can help leaders become effective that may further impact employee satisfaction, job
productivity, and organizational performance. Until we gain a better understanding of
leadership practice in general, and effective development, implementation, and
evaluation of LDPs the organization will likely continue to suffer from lower employee
morale, higher turnover rates, and additional cost of ineffective organizational
interventions.
REVIEW RELATED LITERAURE
This literature review is to inform the reader of what is current in the field of leadership
development program, argue relevance and significance of the issue, and provide a
context. I will review the 20 journal article of leadership development program that its
importance to students, educators and leading programs in this field, and how
educators can successfully use Student Leadership development. “What teachers do
cannot be separated from why they think they are doing it? And why and what are
intimately connected with what students actually learn.” Therefore, this literature review
is focused first on why we should consider school leadership development (SLD), and
then what educators do to teach it. In addition the Yale School of Management Plans
EMBA Program Expansion “They are not industries or functions,” explains Bach. “This
is not about marketing or supply chain management (John A. Byrne 2013). These are big
issues that span sectors and are pretty complex and where new thinking is needed.
They are also in a place where business and society connect. So it’s very consistent
with our positioning as a school and our mission to education leaders for business and
society.”

The sustainability focus is something of a no-brainer, ability to partner with Yale’s

School of Forestry & Environmental Studies, arguably the world’s best school in
environmental studies. “We already have 8% of our full-time MBA as doing a joint
degree with Forestry & Environmental Studies,” adds Bach. “And in terms of asset
management, we have great faculty expertise and our alums have a very impressive
track record in endowment management.

4
What strategies are teachers using? "Jeter's Leaders", (2013) Turn 2's youth
leadership development program, is designed to promote healthy lifestyles, academic
achievement and academic excellence and leadership development," remarked Derek
Jeter. "We are continually open to initiatives that benefit our students and expose them
to new and exciting cultural experiences that broaden their scope and increase
awareness of the opportunities that exist. There was an increase in participation,
increased student happiness, and it made the material more relatable to students.
Facilitation is based on the experience of learning through relationships that provide
feedback, and in this way is very much related to leadership skills, whether the educator
is facilitating a group or if students are practicing the art of facilitation.

In Other study, Effective leaders in health services emphasis continually that safe, high
quality, compassionate care is the top priority. (ASHA Leader; Rockville 18.10 Oct
2013).They ensure that the voice of patients is consistently heard at every level; patient
experience, concerns, needs and feedback (positive and negative) are consistently
attended to. They offer supportive, available, empathic, fair, respectful, compassionate
and empowering leadership. They promote participation and involvement as their core
leadership strategy. They ensure the staff ‘voice’ is encouraged, heard and acted on
across the organization and provide practical support for staff to innovate within safe
boundaries. They ensure everyone is clear about what they are required to do and give
helpful, positive feedback on performance, including appreciation. They insist on
transparency in relation to errors, serious incidents, complaints and problems and they
regard mistakes as opportunities for learning. They act effectively to deal with poor
performance and proactively address aggressive, inappropriate and unacceptable
behaviors displayed by staff or patients/careers. They promote continuous development
of the knowledge, skills and abilities of staff in order to improve quality of patient care,
safety, compassion and the patient experience. They consistently encourage, motivate
and reward innovation and introduce new and improved ways of working.More over The
Future Leaders Program supports of inspire the next generation of leaders by providing
outstanding sophomore and junior college students, the opportunity to explore career
paths in the for-profit and nonprofit sectors Don Mills 33.6 (Jun 2013). In 2017, the

5
Program will serve students next generation leaders will focus on networking,
relationship building, communication and other essential skills for leaders.

While NAMIC (National Association for Multi-ethnicity in Communications) has posted

the roster for Class XIII of its Executive Leadership Development Program (ELDP).

Presented in partnership with the University Of Virginia Darden School Of Business,

NAMIC's education partner, ELDP Class XIII will be facilitated over the course of four
sessions. The program's central goal is to develop business leaders of color who will be
well prepared to assume the top roles within the communications industry. ELDP was
created in response to some of the industry's most persistent challenges: increasing the
diversity of the industry's executive suites; retention of executives of color; and
maximizing the ROI of a diverse workforce in a business environment that demands
strategic leadership agility and creative innovation. Emphasizing professional growth,
the program addresses the challenges faced by executives of color, while strengthening
the business competencies that all executives must have in order to be successful. The
ELDP curriculum explores a range of topics and business functions such as strategy,
finance, marketing, innovation, and leadership agility, presented as integrated
components of a holistic learning experience.

The executive team has selected 48 participants for our first development cohort. Their
titles ranged from manager to general manager, director and chief marketing officer.
They were chosen from our succession process and represented all units and functions.

Each person had to be nominated by one executive and endorsed by another. This
double-nomination requirement encouraged executives to get to know talent outside
their own units. May, 30 speech-language pathologists and audiologists with
professional experience of 10 or fewer years launched an effort to build their leadership,
teaming and networking skills. As part of ASHA's Leader, 18(7), 57. Leadership
Development Program, they first met at the national office and, over the next year, will
participate in six webinars. These will cover such leadership topics as building high

6
performing teams, motivating and influencing others, coaching and mentoring,
managing conflict, and planning strategically.

Before the workshop, participants completed an assessment of their leadership

dimensions of authenticity, coaching, insight and innovation. During the workshop, they
took a self-assessment to test their "emotional intelligence" - the ability to identify,
assess and control one's emotions and those of others.

The program also included an overview of how to plan a leadership project, which each
participant is required to develop. They learned, for example, how to create a project
charter, break it out into planning phases, identify stakeholders, develop a vision and
manage the project overall. Throughout the focus on leadership projects, participants
jotted down thoughts about their projects in reflection journals. They began by spending
a few minutes reflecting on their projects' goals, and closed by focusing on where they
see their projects in one year, applying what they learned in the workshop. A second
2013 Leadership Development Program cohort - for school-based professionals - will
kick off later this month at the ASHA Schools Conference in Long Beach, Calif. Learn
more about ASHA's Leadership Development Program at on.asha.org/ashaldp.

The Development Model in all for tomorrow’s leader (VanderLind, Gary; Alexy, ) they
applied a 70-20-10 model to the year- long program: 70 percent learning on the job, 20
percent learning from others and 10 percent formal learning. We selected Harvard
Business Publishing for curriculum design and program implementation. Our curriculum
blends virtual and in-person sessions using Harvard's Leadership Direct plat- form.
Participants access content, such as readings, discussion boards, and webinars and
Q&A sessions, via the platform. Four modules correspond to the needs revealed by our
analysis. A Harvard moderator oversees the program, facilitates virtual sessions,
moderates discussions and interacts with participants. Each module kicks off with a
face- to-face meeting, followed by virtual learning over several weeks. Virtual
components include case studies and lectures from Harvard Business School
professors. For example, Professor Linda Hill conducts a videoconference for the
Developing Talent module. Participants gain insights from these experts that enhance

7
and accelerate learning. Goodyear's executive team members serve as co-moderators.
Their involvement shows their commitment to the program and helps participants learn
leadership skills. Rounding out the formal learning, each participant has an individual
development plan to study Goodyear's core leadership traits and manager
competencies.

To capitalize on learning from others, experts at Harvard helped us intro- duce a

"learning partner" design. We encouraged participants to identify an area they wanted to
learn more about and find partners to assist them. A partner is different from a mentor
because we are encouraging knowledge about topics rather than providing feedback on
observed behaviors. When developing on-the-job learning, we settled on two critical
tools: action learning projects and leadership career path management. Action learning
projects the executive team collectively developed the projects by identifying real
business issues. The projects are enormous. For example, one project team developed
a cost reduction plan that had a substantial impact on our supply chain.

Another study, ASHA invites school-based speech-language pathologists and

audiologists to apply for the spring Leadership Development Program, which helps
participants, develop leadership skills, coach and mentor others, and develop strategies
for preventing and managing conflict.

All applicants must work in schools and never have served on an ASHA or ASHA
special interest group committee, board, council, working group or task force.
Preference will be given to SIG members and past leaders of the National Student
Speech Language Hearing Association.

Those in the program also will participate in six web seminars (Andrea Falzarano ),
identify and develop a learning project, and be part of a learning team with program
colleagues.

Individual learning projects for SLPs should focus on one of the following:

*Performance assessment of SLPs' contributions and effectiveness.

8
* Response-to-intervention.

* Changing roles and responsibilities.

* Workload/caseload.

* Common Core State Standards.

Individual learning projects for audiologists should focus on one of the following:

* School hearing screening.

* Linking IEP goals to Common Core Standards for students with hearing loss.

* Classroom acoustics.

* Managing audiology support personnel.

The ACT-IAC Voyagers Program is a nine-month professional development program for

'rising stars' in government and industry. The term Voyager denotes someone who
makes a long, often perilous journey in search of new knowledge. We are very happy
you are here to share in this celebration of the accomplishments and unique qualities of
the 24 members of our graduating class of 2013" said Margie Janney, Voyagers Class
Government Chair. "This year's members have been vigilant in their journey through the
Voyagers program by participating in Situational Leadership training, organizing a very
successful and ground-breaking Voyagers Got Talent charity event, assembling high-
quality breakfast speaker events, starting a Fellows' Spotlight corner, and contributing to
a Voyagers-led teambuilding day with the current Partners class."

After successful completion of this foundational program, the group noted, individuals
continue their executive development in the highly regarded community of ACT-IAC
Fellows, a trusted, collaborative network made up of more than 500 government and
industry executives.

9
Several authors espouse leadership development as a way to develop organizational
capacity and enhance the activities of the organization. Developing future leaders is an
action that shows an organization is strategic thinking and future-oriented, and is
interested in moving in the right direction.

Employee Development = Employee Education + Employee Skills + Training

Effectiveness + Employee Quality of work life. In this competitive world, training plays
an important role in the competent and challenging format of business. Training is the
nerve that suffices the need of fluent and smooth functioning of work which helps in
enhancing the quality of work life of employees and organizational development too.
Development is a process that leads to qualitative as well as quantitative advancements
in the organization, especially at the managerial level; it is less considered with physical
skills and is more concerned with knowledge, values, attitudes and behavior in addition
to specific skills. Hence, development can be said as a continuous process where as
training has specific areas and objectives. So, every organization needs to study the
role, importance and advantages of training and its positive impact on development for
the growth of the organization. Quality of work life is a process in which the organization
recognizes their responsibility for excellence of organizational performance as well as
employee skills. Training implies constructive development in such organizational
motives for optimum enhancement of quality of work life of the employees. These types
of training and development programs help in improving the employee behavior and
attitude towards the job and also uplift their morale. Thus, employee training and
development programs are important aspects which are needed to be studied and
focused on. This is on importance of training and development and its relation with the
employees’ quality of work life.

10
The Annual NAMIC Conference is an educational forum addressing multi-ethnic
diversity and inclusion as a business imperative (Close-Up Media, Inc.). This year's
conference will feature three educational tracks focused on Business Solutions,
Leadership and Learning and Content and Imagery. Additionally, the 27th Annual
NAMIC Conference will include as highlights the Cable FAX Breakfast honoring the
"Most Influential Minorities in Cable"; presentation of the 2013 Mickey Leland
Humanitarian Achievement Award; presentation of the Excellence in Multi-cultural
Marketing Awards; reception for the alumni of the Executive Leadership Development
Program and NAMIC Leadership Seminars (attendance by invitation only); and
interactive workshops and networking events.

QUALITY OF WORK LIFE:

The term ‘Quality of work life’ appeared in research journals in 1970s. The quality of
work life is not only concerned with the monetary aspects but conditions of employment,
interpersonal conflicts, job pressure, lack of freedom and absence of challenging work,
etc. QWL is a comprehensive programmed designated to improve employees'
satisfaction. It is a way of thinking about people, work and organization and creates a
sense of fulfillment in the minds of the employees and contributes toward greater job
satisfaction, improving productivity, adoptability and overall effectiveness of an
organization. QWL is defined as the favorable conditions and environments of a
workplace that support and promote employee satisfaction by providing them with
rewards, job security, and growth opportunities. The following table shows that the
different author has shred different components regarding quality of work life.

THE QUANTITY DEFICIT

Employers' difficulty with filling vacancies is sector agnostic. In the 2012 Manpower
Talent Shortage Survey, a global survey of employers, 48 percent of the respondents
based in India reported difficulty finding qualified candidates for their managerial

11
positions (Doshi, Viren; Sinha, Jai; Moda, Gaurav; Nahar, Anshuj) Nearly 17 percent
reported a lack of any candidates for these positions, qualified or not.

Although talent shortages are seen among all skilled workers, the gaps at the middle
and senior management levels relate to both the number of candidates and the skills
they offer. Given the current state of leadership development at Indian companies, and
with continued economic growth in mind, our estimates suggest that the top
management deficit may range between 10 and 18 percent over the next five to 10
years. This gap leads to delays in readying growth opportunities, and can also put
existing business operations at risk.

Because of the lack of qualified successors, senior leaders are not retiring when they
should. Instead of developing and executing a clear succession plan, executives have
become more comfortable extending their tenure, lacking confidence that the next level
of management is up to the task of leading. But executives cannot stay in their roles
forever, as much as they might think they need to do so. Even as boards continue to
prolong their tenure, many chief executives are aging past the point at which they can
postpone retirement. Without a forward-looking plan, companies may find themselves
foundering.

"People have been so focused on growth that they have not invested in developing the
next rung [of the leadership ladder]," said one senior human resources (HR) manager
from a large private-sector conglomerate. "There is a strong circle of top leadership in
our businesses, but no tag team."

Another study, The Annual NAMIC Conference is an educational forum addressing

multi-ethnic diversity and inclusion as a business imperative( Close-Up Media, Inc.).
This year's conference will feature three educational tracks focused on Business
Solutions, Leadership and Learning and Content and Imagery. Additionally, the 27th
Annual NAMIC Conference will include as highlights the Cable FAX Breakfast honoring
the "Most Influential Minorities in Cable"; presentation of the 2013 Mickey Leland
Humanitarian Achievement Award; presentation of the Excellence in Multi-cultural

12
Marketing Awards; reception for the alumni of the Executive Leadership Development
Program and NAMIC Leadership Seminars (attendance by invitation only); and
interactive workshops and networking events.The "Leadership Development Program
for Veterans" is a highly competitive program offered by world-class leadership
development experts for veterans transitioning into civilian careers. Selected applicants
will receive transformational training from global leadership development professionals
from Exelis and Korn/Ferry International starting Jan. 24, 2014. This unique program
consists of three interactive days in Washington, D.C., followed by offsite, online,
integrated learning components as well as individual coaching taking place over a four-
month period.

Another survey, the NAMIC employment survey, formerly entitled, "A Look Toward
Advancement: Multi-ethnic Employment in the Communications Industry," provided a
baseline of statistics and perceptions about the state of multi-ethnic diversity in the
cable telecommunications industry (Close-Up Media, Inc.). This newest iteration of the
NAMIC employment survey - NAMIC AIM (Advancement Investment Measurement),
provides rich data that companies can use to support goals for sustainable growth of
multi-ethnic diversity, and will further strengthen NAMIC's role as a key industry
resource for the cultivation of a diverse talent pipeline. Key outgrowths of the NAMIC
employment survey include the formation of NAMIC's Executive Leadership
Development Program (ELDP),presented in partnership with the University of Virginia
Darden School of Business, and the NAMIC Leadership Seminar for middle managers.
In the addition of another study, The key challenge facing all NHS organizations is to
nurture cultures that ensure the delivery of continuously improving high quality, safe and
compassionate healthcare. Leadership is the most influential factor in shaping
organizational culture and so ensuring the necessary leadership behaviors, strategies
and qualities are developed is fundamental. What do we really know about leadership of
health services? The Faculty of Medical Leadership and Management (FMLM), The
King’s Fund and the Center for Creative Leadership (CCL) share a commitment to
evidence-based approaches to developing leadership and collectively initiated a review
of the evidence by a team including clinicians, managers, psychologists, practitioners

13
and project managers. This document summarizes the evidence emerging from that
review.

Individual leadership in health services

Effective leaders in health services emphasize continually that safe, high quality,
compassionate care is the top priority. They ensure that the voice of patients is
consistently heard at every level; patient experience, concerns, needs and feedback
(positive and negative) are consistently attended to. They offer supportive, available,
empathic, fair, respectful, compassionate and empowering leadership (Close-Up Media,
Inc.). They promote participation and involvement as their core leadership strategy.
They ensure the staff ‘voice’ is encouraged, heard and acted on across the organization
and provide practical support for staff to innovate within safe boundaries. They ensure
everyone is clear about what they are required to do and give helpful, positive feedback
on performance, including appreciation. They insist on transparency in relation to errors,
serious incidents, complaints and problems and they regard mistakes as opportunities
for learning (FIRE CHIEF Staff). They act effectively to deal with poor performance and
proactively address aggressive, inappropriate and unacceptable behaviors displayed by
staff or patients/careers

The 20 journal will organize and classified into two the similar and dissimilar;

similar study is talk about in how future leader will develop their skills and their
knowledge to think fast for the organization, many study shows that they will organize a
seminar for their student about leadership development program it is in the institutional
goal that their student have knowledge about how they face their espacific problem and
to be able to resolved that problem.

Dissimilar study is talk about the business were lack of leadership and some are born
as a leader, in a business we are depending of what leaders say to them, of what we
going to do for the establishment in some research even they are in the highest position
they also have enough knowledge to work effective because there’s a lot of seminars
and have a highest level of education.

14
Conclusion

This literature review aimed to inform the reader about what is current in the field
of SLD. It was used to argue its relevance and significance to students and
educators. Leadership is putting yourself and those around you in a position to
succeed with integrity. SLD is comprised of experiences that cause people to
change their behaviors and actions towards effective leadership. In the past
leadership has been thought of as a hierarchy model. Since the 1950s that ideal
has changed to the idea of leadership being focused on relationships and
interactions with other people. The competencies that student leadership
education builds are important to the students’ development as citizens and
future leaders within communities. The leaders of leadership education, from
NOLS and Outward Bound to KIPP Charter School educators are paving the way
for a different approach to leadership education. From these organizations we
can begin to understand how to actually connect and implement SLD and
education. It is most important to recognize intentional goals and competencies
that pertain to leadership development and to use the resources available to
enhance leadership education.

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