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The following paper analyzes leadership approaches concerning implementation efforts and frameworks. The study attempts to investigate often under-researched aspects of the field, the integration of already existing and established leadership theories with managers that may vary in their workplace approaches (Richter et al., 2016). As such, the research within the work focused on intervention with an innovative approach, labeled as implementation leadership, to observe the effects on the skills of healthcare managers. The study was conducted in Sweden with several first and second-line managers. The implementation leadership component was introduced to three separate groups over five days through workshops. The first group consisted of individual managers while the second was formed from managers that worked within the same division. The third group consisted of managers with no additional factors as a control variable. The evaluation of the implementation skills of the managers would be measured three times, once immediately before the workshops, and once six months after. Overall, the study results illustrated that the contribution of implementation leadership had beneficial effects and expanded the limited field of implementation leadership and skills.
The study introduces several key concepts that are valuable not only for health management or implementation but for a larger scale of leadership as well. Initially, the paper makes a vital point concerning the most commonly used full-range leadership model which accounts for general manager behavior and circumstances. As such, it may not always be suitable for particular practices or settings, especially in the case where implementation is the primary goal of a group or organization (Farahnuk et al., 2020). In efforts to implement certain components such as occupational safety or health awareness, implementation leadership has been noted to be especially successful due to its detailed focus. During the process of introducing implementation leadership to participants, the study utilized adaptive reflection to clarify training goals and tasks in a way that prioritized systematic organization (Bucknell et al., 2022). This allowed researchers to observe several vital details including the validation participants achieved regarding the intervention and engagement fostered as their needs were introduced into the study. Additionally, the study observed several alternative variables. This is essential in the application of any new leadership model as work settings are likely to be influenced by various internal and external factors.
There are several aspects that I found especially useful and applicable to my leadership skills. First, the study utilized particular pedagogical approaches to the implementation of leadership skills to achieve desired results. This included several stages within the teaching process, beginning with the formation of an environment that promotes learning. Following this, the participants were encouraged to use the knowledge acquired in the workshop within real work settings through the method of transfer training. Essentially, the main learning process can be defined as experiential learning which promotes the mutual influence of practice and theory (Kuk & Holst, 2018). This is likely the most effective mode of implementation skills as it allows participants to observe the immediate results of their newly acquired leadership abilities. This is because work settings in which managers operate often include time-sensitive tasks that require efficient intervention. As such, I find that the application of this pedagogical approach is especially relevant for me as a leader as it allows me to implement missing elements to my leadership style in an effective way. Combined with implementation leadership, this approach is likely to facilitate the space for substantial results.
References
Bucknell, K. J., Kangas, M., & Crane, M. F. (2022). Adaptive self-reflection and resilience: The moderating effects of rumination on insight as a mediator. Personality and Individual Differences, 185. Web.
Farahnuk, L. R., Ehrhart, M. G., Torres, E. M., & Aarons, G. A. (2020). The influence of transformational leadership and leader attitudes on subordinate attitudes and implementation success. Journal of Leadership & Organizational Studies, 27(1), 98-111. Web.
Kuk, H., & Holst, J. D. (2018). A dissection of experiential learning theory: Alternative approaches to reflection.Adult Learning, 29(4), 150-157. Web.
Richter, A., von Thiele Schwarz, U., Lornudd, C., Lundmark, R., Mosson, R., & Hasson, H. (2016). iLead—a transformational leadership intervention to train healthcare managers’ implementation leadership.Implementation Science, 11(1), 1-13. Web.
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