Englewood Cliffs: Prentice Hall; Krathwohl DR. Theory Pract. Biggs J. Enhancing teaching through constructive alignment. High Educ. Taxonomy of educational objectives: the classification of educational goals.
Handbook I: cognitive domain. Transfer of training: a meta-analytic review. J Manag. The science of training: a decade of progress. Annu Rev Psychol. Planning for training impact: principles of training effectiveness. In: Kraiger K, editor. Creating, implementing, and managing effective training and development. San Francisco: Jossey-Bass; Hox J. Multilevel analysis: techniques and applications. New York: Routledge; Bollen KA. Structural equations with latent variables.
Analyzing indirect effects in cluster randomized trials. The effect of estimation method, number of groups and group sizes on accuracy and power. Front Psychol. Patton MQ. Qualitative analysis and interpretation. In: Qualitative research and evaluation methods. Thousand Oaks: Sage Publications; Kelloway EK, Barling J. Leadership development as an intervention in occupational health psychology.
A systematic review of three decades of research. Leadership, job well-being, and health effects—a systematic review and a meta-analysis. J Occup Environ Med. Divergent effects of transformational and passive leadership on employee safety.
J Occup Health Psychol. Nielsen K, Randall R. The importance of employee participation and perceptions of changes in procedures in a teamworking intervention. Eklof M, Hagberg M. Are simple feedback interventions involving workplace data associated with better working environment and health?
A cluster randomized controlled study among Swedish VDU workers. Appl Ergon. A short measure of transformational leadership. J Bus Psychol. Multifactor leadership questionnaire. Manual and sampler set. Redwood City: Mind Garden; Context matters: measuring implementation climate among individuals and groups.
Assessing the organizational context for EBP implementation: The development and validity testing of the implementation climate scale ICS. Quality improvement implementation in the nursing home. Health Serv Res. The second version of the Copenhagen Psychosocial Questionnaire. Scand J Public Health.
The Copenhagen Psychosocial Questionnaire—a tool for the assessment and improvement of the psychosocial work environment. Scand J Work Environ Health. Relationships between self-rating of recovery from work and morning salivary cortisol. J Occup Health. Swedish Work Environment Authority. The measurement of work engagement with a short questionnaire: a cross-national study.
Educ Psychol Meas. Test manual for the Utrecht Work Engagement Scale. Intention to quit: effects of job satisfaction and job perceptions. Feelings work in Europe. Milano: Guerini; An index of job satisfaction. Development of the Health and Work Questionnaire HWQ : an instrument for assessing workplace productivity in relation to worker health.
Measuring self-rated productivity: factor structure and variance component analysis of the Health and Work Questionnaire. Survey of organizations: a machine scored standardized questionnaire instrument.
Nielsen K, Abildgaard JS. The development and validation of a job crafting measure for use with blue-collar workers. Development and validation of the job crafting scale. J Vocat Behav. A two-dimensional approach to job insecurity: consequences for employee attitudes and well-being.
Eur J Work Organ Psychol. Content, cause, and consequences of job insecurity: a theory-based measure and substantive test. Acad Manage J. The dynamic integrated evaluation model DIEM : achieving sustainability in organizational intervention through a participatory evaluation approach.
On the assessment of situational intrinsic and extrinsic motivation: the situational motivation scale SIMS. Motiv Emot. Construct validity of a general training climate scale. Organ Res Methods. Outcome expectancy as a process indicator in comprehensive worksite stress management interventions. Int J Stress Manag. Download references. The authors would like to thank the managers and staff members who answered the questionnaires and participated in the intervention.
This study has received research grant funding from AFA Insurance project no. AFA Insurance is one of the largest nationally recognized Swedish research agencies funding research on work environment and health.
The funder did not have any role in the design of the project. CL and RL were responsible for the development of the practical activities within each workshop. A distinction in roles was made so that one group of the research team has been responsible for providing the workshops while the other group besides HH has been responsible for drafting and conducting the evaluation. AR and CL were responsible for developing and deliver the workshops for the senior management group group 2. Interviews part of the process evaluation have been conducted by staff not involved in the design or conducting of the intervention, or in the evaluation design and delivery.
For this article, AR drafted the first version. All other authors were respectively responsible for a specific part of the article. All authors have approved the final version. Informed consent has been and will be obtained from all study participants in connection with the different data collections.
In the case of refusal, these individuals will not be included in the data set used to evaluate the intervention. The project is in its beginning. Currently, the baseline questionnaire survey has been completed December The intervention has been conducted between February and May , with process evaluation performed continuously during the intervention. Currently, the follow-up questionnaire is being distributed. In order to answer the research questions posed in this project, several data sources such as the interviews and the two follow-up measures still need to be collected.
You can also search for this author in PubMed Google Scholar. Correspondence to Anne Richter. Reprints and Permissions. Richter, A. Implementation Sci 11, Download citation. Received : 21 June Accepted : 20 July Published : 29 July Anyone you share the following link with will be able to read this content:. Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative. Skip to main content. Search all BMC articles Search. Download PDF. Abstract Background Leadership is a key feature in implementation efforts, which is highlighted in most implementation frameworks. Background There is a consensus that leadership is a key feature of implementation efforts. Full range leadership model In research fields traditionally concerned with leadership studies, i.
Implementation leadership Because the full range leadership model is a general leadership theory—that is, it describes how managers act in general rather than in relation to a specific aim—it has been questioned whether general leadership is sufficient for understanding the relation between leadership and specific results, e. Implementation leadership development For organizations, it is not sufficient to know that implementation leadership is important; they also need to know how implementation leadership can be trained.
Design The study employs a non-randomized intervention design with two intervention groups and a control group. Timeline for the project. Full size image. Table 1 Content of the intervention groups 1 and 2 Full size table. Table 2 Content of the senior management intervention Full size table. Table 3 Pedagogical approaches Full size table. Table 4 Constructs in the questionnaires Full size table.
Discussion This project aims to contribute to implementation science by investigating implementation leadership, particularly the training of managers in implementation leadership. Limitations The recruitment processes for participating managers may have been limited; individuals could not be randomized into interventions and control group, as the project had aimed to do.
Abbreviation FRLM, full range leadership model. References 1. Article PubMed Google Scholar 3. Article PubMed Google Scholar 4. Article Google Scholar 5. Article PubMed Google Scholar 6. PubMed Google Scholar 7. Article Google Scholar 8. Google Scholar 9. Book Google Scholar Article PubMed Google Scholar Article Google Scholar Google Scholar PubMed Google Scholar Article Google Scholar Download references.
Acknowledgements The authors would like to thank the managers and staff members who answered the questionnaires and participated in the intervention. Availability of data and supporting materials Not applicable. You can join in the discussion by joining the community or logging in here. You can also find out more about Emerald Engage. Visit emeraldpublishing. Answers to the most commonly asked questions here. To read the full version of this content please select one of the options below:.
Their central purpose is to provide practical tools, techniques and skills with the experience and understanding of concepts which empower people to transform the quality of their day-to-day lives in any given situation. As people transform so do organizations.
This transformational leadership programme offers opportunities to explore and re-create dysfunctional behaviour and mindsets. Leaders and coaches will be shown transformational leadership and transformational coaching techniques to alter the root perspective from which we experience and respond to our thoughts and actions and the situations in which we find ourselves. The focus is on the mastering of the mind, the development of emotional and social intelligence, the power of acknowledgement and deepening the core coaching skills.
By establishing trust, intimacy, accountability and high levels of empathy, presence and awareness, participants will be given the opportunity to take skills of coaching and mentoring to the next level, thus enabling individuals and organizations to move to a place of transformational coaching and transformational leadership through sustained excellence and maximum performance.
It introduces transformational leadership and advanced coaching skills by developing excellence and maximum performance through personal and practical reflection. Championed the world over by leaders and change agents who have experienced it, the public course forms Module 2 of Coaching for Performance, Level 3 but it can be taken as a stand-alone. The programme can be ordered for in-house delivery. If you are interested in either of these transformation programmes, please contact us for more information.
Entry requirements: None Typical class size: 12 participants On-the-job-application practical assignments. We deliver on-site and online, in multiple languages, for organizations around the world. And we can train your trainers to deliver our courses. Contact us with your requirements, or book individual places now on one of our global public workshops. To bring this programme into your organization, email [email protected] or call:. This professional coaching programme is the most comprehensive programme on the market — it not only teaches how to coach but also equips you with the tools you need to create successful coaching engagements in organizations including how to conduct a , sponsor sessions and evaluations.
By choosing this programme you will you will earn the only coach certification qualification with global recognition.
0コメント