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6 Ways to Improve Your Leadership Skills for Research

by Jamie Vernon | Jul 16, 2019

High school and undergraduate students: You are a leader of your own time, and need to take responsibility for completing the steps necessary to finish projects.

Graduate students: You are managing research projects, working in teams, sharing your results, and seeking research mentors. Some of you will teach and lead lesson plans for students.

Postdocs: You must take ownership of projects, establish collaborations, seek funding opportunities, and lead teams.

Professors and More Professional Career Paths: You are leading projects, teams, and labs; motivating and educating your team members; and communicating your research findings.

Picking one or two of the following leadership skills to develop will be a solid start in making you a more competitive and productive researcher.

Communication: One of the most important things I’ve learned about leadership is that communication is key. Leaders must be able to clearly articulate their goals and expectations to their teams and stakeholders, be open to feedback, recognize the team for successes, and reassure them in failure.

Check out: 7 Secrets for Effective Team Communication from Project Manager

Building relationships: Relationships are about building trust with others so that you have a network that you can use to give and receive support and knowledge. Strong relationships help you work better in teams and find opportunities such as jobs, funding, and mentorship. The biggest challenge for me in developing leadership skills was not having a mentor who had followed a similar career path to mine—exiting academia, taking a fellowship in government, and ultimately joining the nonprofit sector. Try to find a mentor who can help you.

Check out: Transitioning from a Technical Mindset to a Technical Leader Mindset , a two-part workshop at the Sigma Xi Annual Meeting

Strategic thinking: I don’t recall anyone offering training in strategic thinking when I was working in academia, but having a plan in place that defines goals; approaches that you will take to reach those goals; time-bound, measurable objectives that define the desired outcomes; and the tools that you will use to do it all ensures that your team knows your expectations and the plan to get where you need to go.

Check out: Strategic Planning in Research Organizations , from RSM McGladrey, Inc.

Project management: I was inspired to read articles about how to be a more effective project manager when I took a fellowship position in the federal government as a policy analyst. I realized how inefficiently I had managed my research projects the day that I learned about Gantt charts . I’ve also learned that delegation is a necessary part of good project management. To not delegate elicits frustration and self-doubt in team members with specialized skills. Thankfully, new tools abound for keeping our projects on track. I’m currently testing a digital platform called Basecamp . Other platforms are specifically designed for research projects. I recommend that all researchers acquire some formal project management training and I am planning to offer leadership training opportunities to Sigma Xi members.

Check out: 7 Habits of Highly Effective Project Managers from TeamGantt

Project Management for Research from Ohio State University

Project Management Online Training from Coursera

Time management: In academia, I had very little formal training on time management but it’s a critical skill to being efficient and effective in any workplace.

Check out: Time Management Strategies for Research Productivity , from the Western Journal of Nursing Research

Financial discipline: Knowing where to find funding, how to stay within restrictive budgets, and what is required for reporting will help you get the next budget approved.

Check out: Managing Your Lab Budget for Improved Efficiency , from Lab Manager

What helped you develop your leadership skills? Please share your resources, struggles, and successes in the comments below. Sincerely, Jamie L. Vernon, PhD Executive Director and CEO, Sigma Xi Publisher, American Scientist

SOCIAL MEDIA STREAM

February 11, 2022

How to Be a Great Leader in Science

Building a positive research environment requires intention, support and a belief that kindness isn’t weakness

By Alison L. Antes

Colleagues using digital tablet in laboratory

FG Trade/Getty Images

There is a common narrative, in academia and beyond, that says, “You have to be a jerk to be successful.” As a scientist who studies what makes a great leader, it is disheartening how often research trainees and junior faculty in the sciences ask me if this is true.

So, it’s been an especially eye-opening week for science, as academics reflect on Eric Lander’s resignation from his roles as the director the Office of Science and Technology Policy and White House science adviser. A whistleblower investigation found that he had bullied and mistreated his staff , and seemed to be especially abusive toward women who worked with him.

Scientific research demands creative and complex work. Such creativity and technical skill thrive in workplaces that are psychologically safe and supportive . I can tell you that for every abusive supervisor, there are multitudes who inspire, nurture and respect the people who work for them. Leadership is a big responsibility, and in a field rife with setbacks, failure and pressure, it can be hard to get it right all the time. But we have to; we are losing talented people who either drop out of academic life because they have been bullied or abused, or are worried about it. These losses are a detriment to academia, science and society.

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Here are some tips on positive leadership and bolstering academics in developing and sustaining good leadership practices.

Know who you want to be.

Great leaders know what character traits they want to define their leadership. For example, integrity, honesty, kindness, optimism, passion, determination and fairness. They reflect on the traits that already define who they are and those they need to cultivate. They seek out positive role models and mentors, always seeking to learn and grow . They ask for input on their leadership from their peers, staff and supervisors and take criticism well. They are not afraid to show vulnerability and don’t feign perfection. They learn from their mistakes and couple self-confidence with humility. Great leaders strive to take care of themselves by managing their own stress and external pressure.

Know what you value in a work environment.

Great leaders know what qualities they want to define their work environments. For instance, you can value trust, openness, integrity, respect, support, accountability, cooperation, creativity, excellence, engagement, learning and inclusion. Great leaders recognize that their own behavior sets the example. They tell their team members what they value and prioritize these qualities in their decisions and actions. They bring in newcomers who are committed to these qualities and expect respectful conduct. Great leaders look for cues and ask for input to assess the status of the work environment.

Be intentional. Budget the time.

Positive leaders make creating a supportive and affirming environment an explicit priority. They make time to build trust and develop healthy working relationships. They communicate openly, listen effectively and show empathy. They treat people with respect to bring out their best.

Know and develop your people.

A powerful way that a leader can build relationships and foster effective performance is by understanding the interests and career goals of their staff, especially trainees. A great leader mentors and coaches staff, sets high expectations and provides the guidance and resources to achieve expectations. They also celebrate the small successes along the way.

Create space for everyone.

Great leaders ensure everyone gets a chance to speak, and they acknowledge everyone’s contributions. They create space for new ideas, encourage collaboration and insist that team members communicate respectfully. They establish norms for handling mistakes that makes it acceptable to mess up. They embrace productive conflict and engage in difficult conversations. They welcome different personalities, perspectives and backgrounds .

Cultivate a collaborative spirit.

A great leader supports team members in building their own trusting, healthy workplace relationships . A successful scientist once told me he tells his group they may be competing with other labs, but inside their laboratory, they are a team. Research is competitive, but ambition need not squeeze out respect, kindness, and cooperation .

Foster a safe environment.

In a safe environment, people feel respected and engage fully without fear of ridicule or judgment. They ask for help and clarification, offer solutions to problems, admit errors, raise concerns, disagree, and give and receive feedback. These behaviors are essential to conducting rigorous, trustworthy research. Leading by intimidation creates fear and anxiety. It breeds distrust, secrecy and misbehavior. It causes people to quit and impacts their mental health .

Promote a top-down positive culture.

Becoming a great leader also requires support from the top down. Institutions need to provide leadership development. They need to reward positive behavior. They need not only to have no-tolerance policies for bullying and abuse, but also to enforce those policies. Both institutions and the broader academic systems need to celebrate the success stories of great leadership and create space to discuss failures. All of these steps are critical for creating a true and lasting shift in the narrative and culture.

Might the circumstances today be different if Lander had heeded this leadership advice ? How might providing leadership training and coaching to all researchers across their careers transform academia? What if it were the norm for researchers to talk about people skills? What if research trainees and staff could count on being safe and supported in research environments? What if they felt empowered to speak up about abusive behavior?

Academics are exceptional at learning, problem-solving, and rising to a challenge. I think that we are ready to create these needed changes, and I believe that we must.

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Harvard Catalyst Profiles

Leadership Strategies for the Researcher

Course focusing on best practices in leading and managing a team

For more information:

Course goals.

Understand the different factors that contribute to managing, leading, and maintaining a successful research team.
Understand the roles that each member of a team contributes to the overall success and advancement of a project.
Understand the overarching concepts that contribute to a researcher’s success within their career.
Understand how being an effective leader will contribute to future success.

Leadership Strategies for the Researcher helps prepare clinical and translational investigators as they face the challenges inherent in establishing a research program. This one-day, in-person course features both interactive and didactic sessions, with a focus on best practices in leading and managing a team, and navigating a career path in research.

Session topics include:

Developing a personal strategy
Negotiation
Communication styles and strategies
Developing and managing team members

Session dates

April 25, 2024 | 8:00am – 5:00pm

Time commitment

This is a one-day course that will take place in person at Harvard Medical School.

Emerging clinician-researchers and principal investigators interested in building their leadership and management skills.

We believe that the research community is strengthened by understanding how a number of factors including gender identity, sexual orientation, race and ethnicity, socioeconomic status, culture, religion, national origin, language, disability, and age shape the environment in which we live and work, affect each of our personal identities, and impacts all areas of human health.

Eligibility

MD and/or PhD involved in clinical research
Instructors or assistant professors currently leading research teams with established funding and direct reports
Priority will be given to individuals affiliated with Harvard schools and institutions

Free for Harvard-affiliated schools and institutions .

Accreditation Statement

The Harvard Catalyst Postgraduate Education program is accredited by the Massachusetts Medical Society to provide continuing medical education for physicians.

Harvard Catalyst Postgraduate Education program’s policy requires full participation and the completion of all activity surveys to be eligible for CME credit; no partial credit is allowed.

The application form has closed. Please check back for future opportunities.

Leadership Skills Research

High-Resolution Leadership, DDI’s leadership skills research report, gives insights to help you predict leader success.

Publish Date: January 18, 2018

Read Time: 25 min

Author: Evan Sinar, Ph.D., Matthew Paese, Ph.D., Audrey Smith, Ph.D., Bruce Watt, Ph.D., Rich Wellins, Ph.D.

Deep insights into leaders

In High-Resolution Leadership, DDI’s powerful leadership skills research report, we set out to prove that strong leaders fuel bottom line growth. We also show how personality and skill patterns impact the success of leaders and their readiness to tackle future challenges. Finally, we look at how a leader’s background can give insights into strengths and weaknesses for the larger leader population.

However, this report goes beyond insights. We list out specific actions you can take today to boost the skills of your leaders. We also provide talking points to help you make the case for why the future of your business depends on the capability of your leaders.

A powerful collection of multi-level leadership data

We explored data from over 15,000 assessment participants ranging from managers to the C-suite. Why is our analysis reliable? It includes robust data from immersive “day in the life” simulations, and personality and leadership skills tests. The dataset includes more than 300 companies. It also spans more than 20 industries and 18 countries.

8 findings on how leaders affect your business

Here’s what you’ll learn (and more) in this leadership skills research report:

The leadership skills most closely related to growth and profit
Which leader skills have increased to meet today’s business challenges (and which skills have slipped)
The most common leadership challenges and how ready leaders are to overcome them

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Research Leader skills for your resume and career

Research leaders rely on a range of hard skills to excel in their roles. Data collection and analysis are crucial, as is proficiency in programming languages like Python, Java, and C+ Knowledge of research methods, human-centered design, and visualization are also important. According to Lopita Nath Ph.D. , Professor and Chair at the University of the Incarnate Word, "Graduates need to focus on reading and writing, critical thinking, analysis, research, and presentation and communication skills."

In addition to hard skills, research leaders also require a range of soft skills. The ability to communicate complex research findings effectively is vital, as is the capacity to think outside the box and come up with innovative solutions. As Heather Tanner Ph.D. , Associate Professor at The Ohio State University, notes, "It would help if you showed your immediate supervisor and the company/institution that you are a good team member, capable, and willing to take on tasks (challenging and boring)."

15 research leader skills for your resume and career

1. data collection.

Data collection is the process of gathering and measuring information on variables of interest in a systematic and organized way. Research leaders use data collection to manage research literature, collect and record data, and clean and analyze it for reports and presentations. They also use it to develop research tools, train enumerators, and improve future questionnaires and sample selection processes. Additionally, they use data collection to manage teams, design case-report forms, and conduct field observations.

Managed research literature, data collection/recording, and data cleaning/analysis for preparation of research paper, reports, and professional presentation.
Research and data collection management for trip-related services and bookings on online-based platform, FlightBridge, used by private aviation operators

2. Data Analysis

Data analysis is the process of collecting, organizing, and analyzing data to draw conclusions or make decisions. Research leaders use data analysis to understand the results of their projects and present their findings to others. They might use software like SPSS or Microsoft Excel to analyze large amounts of data. As John Lyden , Professor and Chair of Religious Studies at the University of Nebraska - Omaha, says, "Data analysis and interpretation" are highly valued skills for employers.

Conducted narrative interviews, transcription, data analysis and write-up of research project and presentation.
Converted qualitative data into quantified results through data analysis, primarily using SPSS.

3. Market Research

Market research is the process of gathering and analyzing data about customers, competitors, and market trends. Research leaders use market research to make informed decisions about product development, brand extensions, and brand repositioning. They also use it to define target users, prioritize feature work, and train colleagues on primary market research techniques.

Produced five market research & intelligence reports on personal finance products & consumer services using qualitative & quantitative research techniques.
Charged with responsibility for all market research activities associated with $9 billion acquisition of Caesars Entertainment.

Python is a programming language. Research leaders use Python in various ways, such as developing software, supporting research processes, and modeling trading strategies. They also use it to gather historical data and design platform-exporters. For example, they might use it to work on projects involving multiple programming languages, or to manage and analyze large amounts of data.

Worked directly on developing the Multi-Agent Software using Java, Python, Processing, Rhinoceros 3D, and XML.
Used MATLAB, Python, and LateX to support research process.

5. Research Methods

Research methods are techniques used to gather and analyze data. Research leaders use these methods to produce accurate and timely outcomes, simplify complex issues, and train others in their use. They also apply these methods to analyze arguments and examine how parties defend their positions.

Utilized pragmatic research methods to produce accurate and timely project outcomes.
Led a team to research methods to simplify and alleviate liability issues with wiring harness.

6. Research Findings

Research findings are the outcomes of a research project, often presented in a report or presentation. Research leaders use these findings to inform executive management and directors, and to write and publish academic papers. They also analyze and interpret the findings to provide actionable recommendations. As Steven Ross Ph.D. , Professor and Evaluation Director at Johns Hopkins University, puts it, "Research findings are complex and nuanced. A researcher/evaluator needs to be an effective communicator, open to alternative views of findings and their implications for practice."

Composed research reports and gave presentations regarding research findings.
Produced and presented key research findings for use in academic publications.

Choose from 10+ customizable research leader resume templates

7. user experience.

User experience is the way a person feels when using a product, system, or service. Research leaders use user experience to shape product development. They lead research studies to inform user experience vision and direction, and work with engineering teams to advocate for the best user experience during development. They also mentor others in creative problem-solving and industry best practices.

Transformed the user experience across multiple products and discovered new business opportunities through user research insights.
Performed user research studies and usability testing with physicians to inform the product s user experience vision and direction.

8. Chemistry

Chemistry is the study of the properties, composition, and reactions of matter. Research leaders use chemistry by commanding applied research projects with computer chemistry tools, developing new homogeneous catalysis and process chemistry technologies, and conducting research in chemistry for medical treatments. They also assign tasks and control workflow in chemistry workgroups.

Commanded applied catalyst research projects by computer chemistry tools.
Led a team of researchers charged with the development of new homogeneous catalysis and process chemistry technologies.

R is a programming language used for statistical computing and graphics. Research leaders use R to analyze, interpret, and display data. They also use it to manage and develop predictive models. For example, they might use R to recover 3D configurations of proteins or calculate transmission line parameters. As Sharon Deem DVM, PhD, Director of Saint Louis zoo institute for Conservation Medicine and Adjunct professor at WUSTL, puts it, "knowing how to communicate beyond a tweet or tic-toc post, and having a good grasp of statistics" is important, and R is a valuable tool in this regard.

Used SAS/SAS Enterprise Miner, R, and SPSS Modeler to develop several predictive models using large tourism-related data.
Calculated long overhead transmission line R, L, C parameters and shielding reliability using MATLAB.

10. Business Development

Business development is the process of identifying new opportunities to grow a company. Research leaders use business development to find new ways to expand their organization. They do this by analyzing customer insights, identifying potential partnerships, and understanding sales objectives. They also use business development to support their marketing and strategic growth efforts.

Represented marketing on out-license business development decisions.
Focused on countries' strategies in managing reserves, sovereign risk, political economy, and emerging markets' business development.

11. Visualization

Visualization is the process of creating images or diagrams to communicate information. Research leaders use visualization to help understand complex data and ideas. They use it to create reports, like data visualization reports, and to brainstorm and design new ideas. For example, a research leader might use visualization to develop a report on medication adherence, or to create a "War Room" for brainstorming and design.

Conceived and implemented data visualization.
Developed some of the first data visualization reports at the College using Tableau.

12. Statistical Analysis

Statistical analysis is the process of collecting and analyzing data to identify patterns and trends. Research leaders use statistical analysis to evaluate data, predict outcomes, and make informed decisions. They develop plans to assess the effectiveness of control algorithms and perform confidential data analysis. They also collect data for advanced analysis and implement innovative methodologies to solve statistical analysis problems.

Computerized statistical analysis of physical, chemical, and biological performance standards and predictability models.
Develop statistical analysis plans to evaluate the effectiveness of control algorithm.

13. Research Data

Research data is information collected and used to study and learn about a particular topic. Research leaders use research data to inform their strategies and improvements. They compile and present this data to their organizations, directing and maintaining extensive tracking of projects. For instance, in the automotive industry, research leaders use research data to provide insights on current and upcoming vehicle programs to internal and external clients.

Compiled, prepared and presented research data to the Department of Natural Science at Athens State University.
Drive NPS scores by utilizing customer insights and research data to inform strategies and improvements.

14. Public Health

Public health is the science of protecting and improving the health of people and their communities. Research leaders use public health by developing new methodologies for testing and analysis, creating proposals for pollution control, educating community populations on diseases and health issues, and investigating programmatic public health issues. They also assess and report on audit findings related to public health.

Maintained existing methodologies for environmental and public health testing and developed new methodology to increase laboratory productivity and abilities.
Collated an air quality management and pollution controls proposal for submittal to the Tennessee Department of Public Health.
Conducted the research, collected the data, and analyzed data through SPSS.
Conducted statistical tests to find results by operating SPSS.

5 Research Leader Resume Examples

Build a professional research leader resume in minutes. Browse through our resume examples to identify the best way to word your resume. Then choose from 5 + resume templates to create your research leader resume.

What skills help Research Leaders find jobs?

Tell us what job you are looking for, we’ll show you what skills employers want. Get Started

List of research leader skills to add to your resume

The most important skills for a research leader resume and required skills for a research leader to have include:

Data Collection
Data Analysis
Market Research
Research Methods
Research Findings
User Experience
Business Development
Visualization
Statistical Analysis
Research Data
Public Health
Quantitative Data
Prototyping
Analyze Data
Research Projects
Clinical Trials
Research Results
Independent Research
Emerging Technologies
Research Study
Informed Consent
Literature Reviews
User Interface
Product Development
Institutional Review
Brand Positioning
Research Reports

Updated June 25, 2024

Editorial Staff

The Zippia Research Team has spent countless hours reviewing resumes, job postings, and government data to determine what goes into getting a job in each phase of life. Professional writers and data scientists comprise the Zippia Research Team.

Research Leader Related Skills

Data Research Analyst Skills
Leader Skills
Market Research Analyst Skills
Market Research Internship Skills
Market Researcher Skills
Marketing Coordinator Skills
Marketing Internship Skills
Marketing Research Analyst Skills
Marketing Research Internship Skills
Research Analyst Skills
Research Associate Skills
Research Consultant Skills
Research Director Skills
Research Internship Skills
Research Manager Skills

Research Leader Related Careers

Data Research Analyst
Market Research Analyst
Market Research Internship
Market Researcher
Marketing Coordinator
Marketing Internship
Marketing Research Analyst
Marketing Research Internship
Research Analyst
Research Associate
Research Consultant
Research Director
Research Internship
Research Manager

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Published April 1, 2024
9 Minute Read

The Characteristics of a Good Leader

What Are the Characteristics and Qualities of a Good Leader?

Leaders shape our teams, organizations, communities, and world.

We need good leaders to help guide us and make the essential decisions, big and small, that keep things moving forward.

Our society is usually quick to identify a bad leader, but how can you identify a good one? What would most people say are the qualities of a good leader?

What Good Leadership Looks Like

Based upon our decades of research and experience working with leaders at thousands of organizations around the world, we’ve found that the best leaders consistently possess certain fundamental qualities and skills. Here are 12 essential leadership traits.

12 Essential Leadership Qualities

Self-Awareness
Communication
Learning Agility
Collaboration

1. Self-Awareness

While this is a more inwardly focused trait, self-awareness and humility are paramount qualities of leadership. The better you understand yourself and recognize your own strengths and weaknesses, the more effective you can be as a leader. Do you know how other people view you and understand how you show up at work and at home? Take the time to learn about the 4 aspects of self-awareness and how to strengthen each component.

Treating people with respect on a daily basis is one of the most important things a leader can do. It helps ease tensions and conflict, fosters trust, and improves your effectiveness. Creating a culture of respect is about more than just the absence of disrespect. Respectfulness can be shown in many different ways, but it often starts with showing you truly value others’ perspectives and making an effort to build belonging in the workplace — both critical components of supporting equity, diversity, and inclusion.

3. Compassion

Compassion is one of the most powerful and important acts of leadership. It’s more than simply showing empathy or even listening and seeking to understand — as compassion requires leaders to act on what they learn. After someone shares a concern or speaks up about something, they won’t feel truly heard if their leader doesn’t then take some type of meaningful action on the information, our researchers have found. This is the core of compassionate leadership , and it helps to build trust, increase collaboration, and decrease turnover across organizations.

Motivating others and garnering commitment are essential parts of leadership. Purpose-driven leaders ensure they connect their team’s daily tasks and the values of individual team members to the overall direction of the organization. This can help employees find meaning in their work — which increases engagement, inspires trust, and drives priorities forward. You’ll want to communicate the vision in ways that help others understand it, remember it, and go on to share it themselves.

5. Communication

Effective leadership and effective communication are intertwined . The best leaders are skilled communicators who can communicate in a variety of ways, from transmitting information and storytelling to soliciting input and using active listening techniques . They can communicate well both orally and in writing, and with a wide range of people from different backgrounds, roles, levels, geographies, and more. The quality and effectiveness of communication among leaders at your organization will directly affect the success of your business strategy, too.

6. Learning Agility

Learning agility is the ability to know what to do when you don’t know what to do. If you’re a “quick study” or are able to excel in unfamiliar circumstances, you might already be learning agile. But anybody can foster and increase learning agility through intentional practice and effort. After all, great leaders are really great learners.

7. Collaboration

The most effective leaders can work with a variety of colleagues of different social identities , locations, roles, and experiences. As the world has become more complex and interconnected, good leaders find themselves spanning boundaries and learning to work across various types of divides and organizational silos. When leaders value and embrace collaboration, whether within their teams or cross-functionally, several benefits arise — including increased innovation, higher-performing teams, and a more engaged and empowered workforce.

8. Influence

For some people, “influence” may sound unseemly. But as a leader, you must be able to influence others to get the work done — you cannot do it all alone. Being able to persuade people through thoughtful use of appropriate influencing tactics is an important trait of inspiring, effective leaders. Influence is quite different from manipulation, and it needs to be done authentically and transparently. It requires high levels of emotional intelligence and trust.

9. Integrity

Integrity is an essential leadership trait for the individual and the organization. It’s especially important for top-level executives who are charting the organization’s course and making countless other significant decisions. Our research has found that leader integrity is a potential blind spot for organizations , so make sure you reinforce the importance of honesty and integrity to managers at all levels.

10. Courage

It can be hard to speak up at work, whether you want to voice a new idea, provide feedback to a direct report, or flag a concern for someone above you. That’s part of the reason courage is a key leadership trait — it takes courage to do what’s right! Leaders who promote high levels of psychological safety in the workplace enable their people to speak up freely and share candid concerns without fear of repercussions. This fosters a coaching culture that supports courage and truth-telling . Courage enables both team members and leaders to take bold actions that move things in the right direction.

11. Gratitude

Being thankful can lead to higher self-esteem, reduced depression and anxiety, and better sleep. Sincere gratitude can even make you a better leader. Yet few people regularly say “thank you” in work settings, even though most people say they’d be willing to work harder for an appreciative boss. The best leaders know how to show frequent gratitude in the workplace .

12. Resilience

Resilience is more than the ability to bounce back from obstacles and setbacks — it’s the ability to respond adaptively to challenges. Practicing resilient leadership means you’ll project a positive outlook that will help others maintain the emotional strength they need to commit to a shared vision, and the courage to move forward and overcome setbacks. A good leader focuses on resilience, both taking care of themselves and also prioritizing leading employee wellbeing , too — thereby enabling better performance for themselves and their teams.

Characteristics of a Good Leader download cover

Download a PDF action guide and summary of these characteristics of a good leader, so you always have a visual reminder available of these 12 qualities of good leadership.

Develop the Characteristics of a Good Leader in Yourself & Others

Our 3 core beliefs about leadership & leadership development.

At the Center for Creative Leadership (CCL)®, we’ve been researching the qualities of a good leader and the role of leadership for over 5 decades. Here are 3 of our core beliefs about good leaders and effective leadership.

Good leaders are made, not born.

First, we believe that leaders are made, not born. Put another way, leadership is a skill that can be developed . Good leaders are molded through experience, continued study, intentional effort, and adaptation. So you can strengthen any of these 12 characteristics of a good leader, if you’re open to growth, use your experiences to fuel development , and put in the time and effort toward self-improvement.

Similarly, organizations can help their people hone these top leadership qualities by providing ample opportunities for training, offering support for learning from challenges, and providing access to coaching and mentoring programs .

Leadership is a social process.

It’s also essential to recognize that leadership is less about one strong or charismatic individual, and more about a group of people working collectively to achieve results together . If you demonstrate several of the characteristics of a good leader, but fail to grasp this key point, chances are you won’t get very far on your own. You may be well-liked and respected, but it will be challenging to accomplish team or organizational goals. At CCL, we like to say that the outcomes of leadership are about creating direction, alignment, and commitment, or DAC , within a group.

Good leadership never stops.

Also, we believe that leadership isn’t a destination, it’s a journey — it’s something that you’ll have to work at regularly throughout your career, regardless of what level you reach in your organization or what industry you work in. Different teams, projects, and situations will provide different challenges and require different leadership qualities and competencies to succeed. So you will need to be able to continue to apply these leadership characteristics in different ways throughout your career. Just continually keep learning and growing, and you’ll be an agile learner with a long career .

We Can Help You Develop the Qualities of a Good Leader

Organizations can strengthen leadership qualities and foster deeper levels of engagement at work through providing a variety of on-the-job learning experiences, mentoring, and formal development opportunities. At CCL, we have many award-winning leadership solutions with clients around the world, and we’d be honored to work with you and your organization as well.

But individuals don’t have to wait to begin strengthening these leadership characteristics within themselves. If you decide you want to work proactively on developing your leadership qualities and skills, download our action guide & visual summary of this content. And get our tips on how to convince your boss to make an investment in you and your future. We’re here to support you every step of the way on your journey to becoming a better leader!

Ready to Take the Next Step?

After you download the 12 Characteristics of a Good Leader , keep on learning and growing: never miss our exclusive leadership insights and tips — subscribe to our newsletters to get our research-based articles, webinars, resources, and guides delivered straight to your inbox.

Keep these qualities of a good leader top of mind in the future: download a PDF summary of this article as an action guide and visual reminder of the leadership qualities to nurture in yourself, on your team, and at your organization in the future.

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With over a decade of experience in education, Micela provides internal research and evaluation support to build our capacity as a provider of evidence-based leadership solutions in the field of education. She is particularly interested in youth leadership development, using research and evaluation to help improve program implementation, and the role of trust as a critical ingredient for organizational change. She has also co-authored 2 books on youth leadership development: Social-Emotional Leadership: A Guide for Youth Development and Building Bridges: Leadership for You and Me .

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Int J Environ Res Public Health

Leadership Effectiveness in Healthcare Settings: A Systematic Review and Meta-Analysis of Cross-Sectional and Before–After Studies

Vincenzo restivo.

1 Department of Health Promotion, Maternal and Infant Care, Internal Medicine and Medical Specialties (PROMISE) “G. D’Alessandro”, University of Palermo, Via del Vespro 133, 90127 Palermo, Italy

Giuseppa Minutolo

Alberto battaglini.

2 Vaccines and Clinical Trials Unit, Department of Health Sciences, University of Genova, Via Antonio Pastore 1, 16132 Genova, Italy

Alberto Carli

3 Santa Chiara Hospital, Largo Medaglie d’oro 9, 38122 Trento, Italy

Michele Capraro

4 School of Public Health, Vita-Salute San Raffaele University, Via Olgettina 58, 20132 Milan, Italy

Maddalena Gaeta

5 Department of Public Health, Experimental and Forensic Medicine, University of Pavia, Via Forlanini 2, 27100 Pavia, Italy

Cecilia Trucchi

6 Planning, Epidemiology and Prevention Unit, Liguria Health Authority (A.Li.Sa.), IRCCS San Martino Hospital, Largo R. Benzi 10, 16132 Genoa, Italy

Carlo Favaretti

7 Centre on Leadership in Medicine, Catholic University of the Sacred Heart, Largo F. Vito 1, 00168 Rome, Italy

Francesco Vitale

Alessandra casuccio, associated data.

Data will be available after writing correspondence to the author.

To work efficiently in healthcare organizations and optimize resources, team members should agree with their leader’s decisions critically. However, nowadays, little evidence is available in the literature. This systematic review and meta-analysis has assessed the effectiveness of leadership interventions in improving healthcare outcomes such as performance and guidelines adherence. Overall, the search strategies retrieved 3,155 records, and 21 of them were included in the meta-analysis. Two databases were used for manuscript research: PubMed and Scopus. On 16th December 2019 the researchers searched for articles published in the English language from 2015 to 2019. Considering the study designs, the pooled leadership effectiveness was 14.0% (95%CI 10.0–18.0%) in before–after studies, whereas the correlation coefficient between leadership interventions and healthcare outcomes was 0.22 (95%CI 0.15–0.28) in the cross-sectional studies. The multi-regression analysis in the cross-sectional studies showed a higher leadership effectiveness in South America (β = 0.56; 95%CI 0.13, 0.99), in private hospitals (β = 0.60; 95%CI 0.14, 1.06), and in medical specialty (β = 0.28; 95%CI 0.02, 0.54). These results encourage the improvement of leadership culture to increase performance and guideline adherence in healthcare settings. To reach this purpose, it would be useful to introduce a leadership curriculum following undergraduate medical courses.

1. Introduction

Over the last years, patients’ outcomes, population wellness and organizational standards have become the main purposes of any healthcare structure [ 1 ]. These standards can be achieved following evidence-based practice (EBP) for diseases prevention and care [ 2 , 3 ] and optimizing available economical and human resources [ 3 , 4 ], especially in low-industrialized geographical areas [ 5 ]. This objective could be reached with effective healthcare leadership [ 3 , 4 ], which could be considered a network whose team members followed leadership critically and motivated a leader’s decisions based on the organization’s requests and targets [ 6 ]. Healthcare workers raised their compliance towards daily activities in an effective leadership context, where the leader succeeded in improving membership and performance awareness among team members [ 7 ]. Furthermore, patients could improve their health conditions in a high-level leadership framework. [ 8 ] Despite the leadership benefits for healthcare systems’ performance and patients’ outcomes [ 1 , 7 ], professionals’ confidence would decline in a damaging leadership context for workers’ health conditions and performance [ 4 , 9 , 10 ]. On the other hand, the prevention of any detrimental factor which might worsen both team performance and healthcare systems’ outcomes could demand effective leadership [ 4 , 7 , 10 ]. However, shifting from the old and assumptive leadership into a more effective and dynamic one is still a challenge [ 4 ]. Nowadays, the available evidence on the impact and effectiveness of leadership interventions is sparse and not systematically reported in the literature [ 11 , 12 ].

Recently, the spreading of the Informal Opinion Leadership style into hospital environments is changing the traditional concept of leadership. This leadership style provides a leader without any official assignment, known as an “opinion leader”, whose educational and behavioral background is suitable for the working context. Its target is to apply the best practices in healthcare creating a more familiar and collaborative team [ 2 ]. However, Flodgren et al. reported that informal leadership interventions increased healthcare outcomes [ 2 ].

Nowadays, various leadership styles are recognized with different classifications but none of them are considered the gold standard for healthcare systems because of heterogenous leadership meanings in the literature [ 4 , 5 , 6 , 12 , 13 ]. Leadership style classification by Goleman considered leaders’ behavior [ 5 , 13 ], while Chen DS-S proposed a traditional leadership style classification (charismatic, servant, transactional and transformational) [ 6 ].

Even if leadership style improvement depends on the characteristics and mission of a workplace [ 6 , 13 , 14 ], a leader should have both a high education in healthcare leadership and the behavioral qualities necessary for establishing strong human relationships and achieving a healthcare system’s goals [ 7 , 15 ]. Theoretically, any practitioner could adapt their emotive capacities and educational/working experiences to healthcare contexts, political lines, economical and human resources [ 7 ]. Nowadays, no organization adopts a policy for leader selection in a specific healthcare setting [ 15 ]. Despite the availability of a self-assessment leadership skills questionnaire for aspirant leaders and a pattern for the selection of leaders by Dubinsky et al. [ 15 ], a standardized and universally accepted method to choose leaders for healthcare organizations is still argued over [ 5 , 15 ].

Leadership failure might be caused by the arduous application of leadership skills and adaptive characteristics among team members [ 5 , 6 ]. One of the reasons for this negative event could be the lack of a standardized leadership program for medical students [ 16 , 17 ]. Consequently, working experience in healthcare settings is the only way to apply a leadership style for many medical professionals [ 12 , 16 , 17 ].

Furthermore, the literature data on leadership effectiveness in healthcare organizations were slightly significant or discordant in results. Nevertheless, the knowledge of pooled leadership effectiveness should motivate healthcare workers to apply leadership strategies in healthcare systems [ 12 ]. This systematic review and meta-analysis assesses the pooled effectiveness of leadership interventions in improving healthcare workers’ and patients’ outcomes.

2. Materials and Methods

A systematic review and meta-analysis was conducted according to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) Statement guidelines [ 18 ]. The protocol was registered on the PROSPERO database with code CRD42020198679 on 15 August 2020. Following these methodological standards, leadership interventions were evaluated as the pooled effectiveness and influential characteristic of healthcare settings, such as leadership style, workplace, settings and the study period.

2.1. Data Sources and Search Strategy

PubMed and Scopus were the two databases used for the research into the literature. On 16th December 2019, manuscripts in the English language published between 2015 and 2019 were searched by specific MeSH terms for each dataset. Those for PubMed were “leadership” OR “leadership” AND “clinical” AND “outcome” AND “public health” OR “public” AND “health” OR “public health” AND “humans”. Those for Scopus were “leadership” AND “clinical” AND “outcome” AND “public” AND “health”.

2.2. Study Selection and Data Extraction

In accordance with the PRISMA Statement, the following PICOS method was used for including articles [ 18 ]: the target population was all healthcare workers in any hospital or clinical setting (Population); the interventions were any leader’s recommendation to fulfil quality standards or performance indexes of a healthcare system (Intervention) [ 19 ]; to be included, the study should have a control group or reference at baseline as comparison (Control); and any effectiveness measure in terms of change in adherence to healthcare guidelines or performances (Outcome). In detail, any outcome implicated into healthcare workers’ capacity and characteristics in reaching a healthcare systems purposes following the highest standards was considered as performance [ 19 ]. Moreover, whatever clinical practices resulted after having respected the recommendations, procedures or statements settled previously was considered as guideline adherence [ 20 ]. The selected study design was an observational or experimental/quasi-experimental study design (trial, case control, cohort, cross-sectional, before-after study), excluding any systematic reviews, metanalyses, study protocol and guidelines (Studies).

The leaders’ interventions followed Chen’s leadership styles classification [ 6 ]. According to this, the charismatic leadership style can be defined also as an emotive leadership because of members’ strong feelings which guide the relationship with their leader. Its purpose is the improvement of workers’ motivation to reach predetermined organizational targets following a leader’s planning strategies and foresights. Servant leadership style is a sharing leadership style in whose members can increase their skills and competences through steady leader support, and they have a role in an organization’s goals. The transformational leadership style focuses on practical aspects such as new approaches for problem solving, new interventions to reach purposes, future planning and viewpoints sharing. Originality in a transformational leadership style has a key role of improving previous workers’ and healthcare system conditions in the achievement of objectives. The transactional leadership style requires a working context where technical skills are fundamental, and whose leader realizes a double-sense sharing process of knowledge and tasks with members. Furthermore, workers’ performances are improved through a rewarding system [ 6 ].

In this study, the supervisor trained the research team for practical manuscript selection and data extraction. The aim was to ensure data homogeneity and to check the authors’ procedures for selection and data collection. The screening phase was performed by four researchers reading each manuscript’s title and abstract independently and choosing to exclude any article that did not fulfill the inclusion criteria. Afterwards, the included manuscripts were searched for in the full text. They were retrieved freely, by institutional access or requesting them from the authors.

The assessment phase consisted of full-text reading to select articles following the inclusion criteria. The supervisor solved any contrasting view about article selection and variable selection.

The final database was built up by collecting the information from all included full-text articles: author, title, study year, year of publication, country/geographic location, study design, viability and type of evaluation scales for leadership competence, study period, type of intervention to improve leadership awareness, setting of leader intervention, selection modality of leaders, leadership style adopted, outcomes assessed such as guideline adherence or healthcare workers’ performance, benefits for patients’ health or patients’ outcomes improvement, public or private hospitals or healthcare units, ward specialty, intervention in single specialty or multi-professional settings, number of beds, number of healthcare workers involved in leadership interventions and sample size.

Each included article in this systematic review and meta-analysis received a standardized quality score for the specific study design, according to Newcastle–Ottawa, for the assessment of the quality of the cross-sectional study, and the Study Quality Assessment Tools by the National Heart, Lung, and Blood Institute were used for all other study designs [ 21 , 22 ].

2.3. Statistical Data Analysis

The manuscripts metadata were extracted in a Microsoft Excel spreadsheet to remove duplicate articles and collect data. The included article variables for the quantitative meta-analysis were: first author, publication year, continent of study, outcome, public or private organization, hospital or local healthcare unit, surgical or non-surgical ward, multi- or single-professionals, ward specialty, sample size, quality score of each manuscript, leadership style, year of study and study design.

The measurement of the outcomes of interest (either performance or guidelines adherence) depended on the study design of the included manuscripts in the meta-analysis:

for cross-sectional studies, the outcome of interest was the correlation between leadership improvement and guideline adherence or healthcare performance;
the outcome derived from before–after studies or the trial was the percentage of leadership improvement intervention in guideline adherence or healthcare performance;
the incidence occurrence of improved results among exposed and not exposed healthcare workers of leadership interventions and the relative risks (RR) were the outcomes in cohort studies;
the odds ratio (OR) between the case of healthcare workers who had received a leadership intervention and the control group for case-control studies.

Pooled estimates were calculated using both the fixed effects and DerSimonian and Laird random effects models, weighting individual study results by the inverse of their variances [ 23 ]. Forest plots assessed the pooled estimates and the corresponding 95%CI across the studies. The heterogeneity test was performed by a chi-square test at a significance level of p < 0.05, reporting the I 2 statistic together with a 25%, 50% or 75% cut-off, indicating low, moderate, and high heterogeneity, respectively [ 24 , 25 ].

Subgroup analysis and meta-regression analyses explored the sources of significant heterogeneity. Subgroup analysis considered the leadership style (charismatic, servant, transactional and transformational), continent of study (North America, Europe, Oceania), median cut-off year of study conduction (studies conducted between 2005 and 2011 and studies conducted between 2012 and 2019), type of hospital organization (public or private hospital), type of specialty (surgical or medical specialty) and type of team (multi-professional or single-professional team).

Meta-regression analysis considered the following variables: year of starting study, continent of study conduction, public or private hospital, surgical or non-surgical specialty ward, type of healthcare service (hospital or local health unit), type of healthcare workers involved (multi- or single-professional), leadership style, and study quality score. All variables included in the model were relevant in the coefficient analysis.

To assess a potential publication bias, a graphical funnel plot reported the logarithm effect estimate and related the standard error from each study, and the Egger test was performed [ 26 , 27 ].

All data were analyzed using the statistical package STATA/SE 16.1 (StataCorp LP, College 482 Station, TX, USA), with the “metan” command used for meta-analysis, and “metafunnel”, “metabias” and “confunnel” for publication bias assessment [ 28 ].

3.1. Studies Characteristics

Overall, the search strategies retrieved 3,155 relevant records. After removing 570 (18.1%) duplicates, 2,585 (81.9%) articles were suitable for the screening phase, of which only 284 (11.0%) articles were selected for the assessment phase. During the assessment phase, 263 (92.6%) articles were excluded. The most frequent reasons of exclusion were the absence of relevant outcomes ( n = 134, 51.0%) and other study designs ( n = 61, 23.2%). Very few articles were rejected due to them being written in another language ( n = 1, 0.4%), due to the publication year being out of 2015–2019 ( n = 1, 0.4%) or having an unavailable full text ( n = 3, 1.1%).

A total of 21 (7.4%) articles were included in the qualitative and quantitative analysis, of which nine (42.9%) were cross-sectional studies and twelve (57.1%) were before and after studies ( Figure 1 ).

An external file that holds a picture, illustration, etc.
Object name is ijerph-19-10995-g001.jpg

Flow-chart of selection manuscript phases for systematic review and meta-analysis on leadership effectiveness in healthcare workers.

The number of healthcare workers enrolled was 25,099 (median = 308, IQR = 89–1190), including at least 2,275 nurses (9.1%, median = 324, IQR = 199–458). Most of the studies involved a public hospital ( n = 16, 76.2%). Among the studies from private healthcare settings, three (60.0%) were conducted in North America. Articles which analyzed servant and charismatic leadership styles were nine (42.9%) and eight (38.1%), respectively. Interventions with a transactional leadership style were examined in six (28.6%) studies, while those with a transformational leadership style were examined in five studies (23.8%). Overall, 82 healthcare outcomes were assessed and 71 (86.6%) of them were classified as performance. Adherence-to-guidelines outcomes were 11 (13.4%), which were related mainly to hospital stay ( n = 7, 64.0%) and drug administration ( n = 3, 27.0%). Clements et al. and Lornudd et al. showed the highest number of outcomes, which were 19 (23.2%) and 12 (14.6%), respectively [ 29 , 30 ].

3.2. Leadership Effectiveness in before–after Studies

Before–after studies ( Supplementary Table S1 ) involved 22,241 (88.6%, median = 735, IQR = 68–1273) healthcare workers for a total of twelve articles, of which six (50.0%) consisted of performance and five (41.7%) of guidelines adherence and one (8.3%) of both outcomes. Among healthcare workers, there were 1,294 nurses (5.8%, median = 647, IQR = 40–1,254). Only the article by Savage et al. reported no number of involved healthcare workers [ 31 ].

The number of studies conducted after 2011 or between 2012–2019 was seven (58.3%), while only one (8.3%) article reported a study beginning both before and after 2011. Most of studies were conducted in Northern America ( n = 5, 41.7%). The servant leadership style and charismatic leadership style were the most frequently implemented, as reported in five (41.7%) and four (33.3%) articles, respectively. Only one (8.3%) study adopted a transformational leadership style.

The pooled effectiveness of leadership was 14.0% (95%CI 10.0–18.0%), with a high level of heterogeneity (I 2 = 99.9%, p < 0.0001) among the before–after studies ( Figure 2 ).

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Object name is ijerph-19-10995-g002.jpg

Effectiveness of leadership in before after studies. Dashed line represents the pooled effectiveness value [ 29 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 ].

The highest level of effectiveness was reported by Weech-Maldonado R et al. with an effectiveness of 199% (95%CI 183–215%) based on the Cultural Competency Assessment Tool for Hospitals (CCATH) [ 39 ]. The effectiveness of leadership changed in accordance with the leadership style ( Supplementary Figure S1 ) and publication bias ( Supplementary Figure S2 ).

Multi-regression analysis indicated a negative association between leadership effectiveness and studies from Oceania, but this result was not statistically significant (β = −0.33; 95% IC −1.25, 0.59). On the other hand, a charismatic leadership style affected healthcare outcomes positively even if it was not statistically relevant (β = 0.24; 95% IC −0.69, 1.17) ( Table 1 ).

Correlation coefficients and multi-regression analysis of leadership effectiveness in before–after studies.

Variables	Correlation Coefficient	Beta Coefficient	95% CI
Studies conducted between 2012–2019 vs. 2005–2011 years	−0.26	−0.09	−0.42	0.24
North American continent vs. others	0.27	−0.04	−0.82	0.75
Oceanian continent vs. others	−0.26	−0.33	−1.25	0.59
European continent vs. others	0.07	−0.27	−1.12	0.58
Public hospital vs. private hospital	0.01
Surgical specialty vs. non-surgical specialty	−0.21	−0.05	−0.85	0.75
Leadership style transformational vs. other styles	0.12	0.32	−0.47	1.11
Leadership style charismatic vs. other styles	−0.23	0.24	−0.69	1.17
Leadership style transactional vs. other styles	0.25	0.25	−0.40	0.91

3.3. Leadership Effectiveness in Cross Sectional Studies

A total of 2858 (median = 199, IQR = 110–322) healthcare workers were involved in the cross-sectional studies ( Supplementary Table S2 ), of which 981 (34.3%) were nurses. Most of the studies were conducted in Asia ( n = 4, 44.4%) and North America ( n = 3, 33.3%). All of the cross-sectional studies regarded only the healthcare professionals’ performance. Multi-professional teams were involved in seven (77.8%) studies, and they were more frequently conducted in both medical and surgical wards ( n = 6, 66.7%). The leadership styles were equally distributed in the articles and two (22.2%) of them examined more than two leadership styles at the same time.

The pooled effectiveness of the leadership interventions in the cross-sectional studies had a correlation coefficient of 0.22 (95%CI 0.15–0.28), whose heterogeneity was remarkably high (I 2 = 96.7%, p < 0.0001) ( Figure 3 ).

An external file that holds a picture, illustration, etc.
Object name is ijerph-19-10995-g003.jpg

Effectiveness of leadership in cross-sectional studies. Dashed line represents the pooled effectiveness value [ 30 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 ].

The effectiveness of leadership in the cross-sectional studies changed in accordance with the leadership style ( Supplementary Figure S3 ) and publication bias ( Supplementary Figure S4 ).

Multi-regression analysis showed a higher leadership effectiveness in studies conducted in South America (β = 0.56 95%CI 0.13–0.99) in private hospitals (β = 0.60; 95%CI 0.14–1.06) and in the medical vs. surgical specialty (β = −0.22; 95%CI −0.54, −0.02) ( Table 2 ).

Multi-regression analysis of leadership effectiveness in cross-sectional studies.

Variables	Correlation Coefficient	Beta Coefficient	95% CI
Studies conducted between 2012–2019 vs. 2005–2011 years	−0.31	−0.09	−0.27	0.10
South American continent vs. others	0.63	0.56 *	0.13	0.99
Private hospital vs. public hospital	0.17	0.60 *	0.14	1.06
Surgical specialty vs. non-surgical specialty	−0.22	−0.28 *	−0.54	−0.02
Leadership style transformational vs. other styles	0.41	0.16	−0.14	0.46
Leadership style charismatic vs. other styles	−0.14	−0.04	−0.26	0.18
Leadership style transactional vs. other styles	−0.11	0.01	−0.21	0.23
Multiprofessional team vs. single professional team	0.04

* 0.05 ≤ p < 0.01.

4. Discussion

Leadership effectiveness in healthcare settings is a topic that is already treated in a quantitative matter, but only this systematic review and meta-analysis showed the pooled effectiveness of leadership intervention improving some healthcare outcomes such as performance and adherence to guidelines. However, the assessment of leadership effectiveness could be complicated because it depends on the study methodology and selected outcomes [ 12 ]. Health outcomes might benefit from leadership interventions, as Flodgren et al. was concerned about opinion leadership [ 2 ], whose adhesion to guidelines increased by 10.8% (95% CI: 3.5–14.6%). On the other hand, other outcomes did not improve after opinion leadership interventions [ 2 ]. Another review by Ford et al. about emergency wards reported a summary from the literature data which acknowledged an improvement in trauma care management through healthcare workers’ performance and adhesion to guidelines after effective leadership interventions [ 14 ]. Nevertheless, some variables such as collaboration among different healthcare professionals and patients’ healthcare needs might affect leadership intervention effectiveness [ 14 ]. Therefore, a defined leadership style might fail in a healthcare setting rather than in other settings [ 5 , 13 , 14 ].

The leadership effectiveness assessed through cross-sectional studies was higher in South America than in other continents. A possible explanation of this result could be the more frequent use of a transactional leadership style in this area, where the transactional leadership interventions were effective at optimizing economic resources and improving healthcare workers’ performance through cash rewards [ 48 ]. Financing methods for healthcare organizations might be different from one country to another, so the effectiveness of a leadership style can change. Reaching both economic targets and patients’ wellness could be considered a challenge for any leadership intervention [ 48 ], especially in poorer countries [ 5 ].

This meta-analysis showed a negative association between leadership effectiveness and studies by surgical wards. Other research has supported these results, which reported surgical ward performance worsened in any leadership context (charismatic, servant, transactional, transformational) [ 47 ]. In those workplaces, adopting a leadership style to improve surgical performance might be challenging because of nervous tension and little available time during surgical procedures [ 47 ]. On the other hand, a cross-sectional study declared that a surgical team’s performance in private surgical settings benefitted from charismatic leadership-style interventions [ 42 ]. This style of leadership intervention might be successful among a few healthcare workers [ 42 ], where creating relationships is easier [ 6 ]. Even a nursing team’s performance in trauma care increased after charismatic leadership-style interventions because of better communicative and supportive abilities than certain other professional categories [ 29 , 47 ]. However, nowadays there is no standardized leadership in healthcare basic courses [ 5 , 6 , 12 ]. Consequently, promoting leadership culture after undergraduate medical courses could achieve a proper increase in both leadership agreement and working wellness as well as a higher quality of care. [ 17 ]. Furthermore, for healthcare workers who have already worked in a healthcare setting, leadership improvement could consist of implementing basic knowledge on that topic. Consequently, they could reach a higher quality of care practice through working wellness [ 17 ] and overcoming the lack of previous leadership training [ 17 ].

Although very few studies have included in a meta-analysis examined in private healthcare settings [ 35 , 38 , 40 , 41 , 42 ], leadership interventions had more effectiveness in private hospitals than in public hospitals. This result could be related to the continent of origin, and indeed 60.0% of these studies were derived from North America [ 38 , 41 , 42 ], where patients’ outcomes and healthcare workers’ performance could influence available hospital budgets [ 38 , 40 , 41 , 42 ], especially in peripheral healthcare units [ 38 , 41 ]. Private hospitals paid more attention to the cost-effectiveness of any healthcare action and a positive balance of capital for healthcare settings might depend on the effectiveness of leadership interventions [ 40 , 41 , 42 ]. Furthermore, private healthcare assistance focused on nursing performance because of its impact on both a patients’ and an organizations’ outcomes. Therefore, healthcare systems’ quality could improve with effective leadership actions for a nursing team [ 40 ].

Other factors reported in the literature could affect leadership effectiveness, although they were not examined in this meta-analysis. For instance, professionals’ specialty and gender could have an effect on these results and shape leadership style choice and effectiveness [ 1 ]. Moreover, racial differences among members might influence healthcare system performance. Weech-Maldonado et al. found a higher compliance and self-improvement by black-race professionals than white ones after transactional leadership interventions [ 39 ].

Healthcare workers’ and patients’ outcomes depended on style of leadership interventions [ 1 ]. According to the results of this meta-analysis, interventions conducted by a transactional leadership style increased healthcare outcomes, though nevertheless their effectiveness was higher in the cross-sectional studies than in the before–after studies. Conversely, the improvement by a transformational leadership style was higher in before–after studies than in the cross-sectional studies. Both a charismatic and servant leadership style increased effectiveness more in the cross-sectional studies than in the before–after studies. This data shows that any setting required a specific leadership style for improving performance and guideline adherence by each team member who could understand the importance of their role and their tasks [ 1 ]. Some outcomes had a better improvement than others. Focusing on Savage et al.’s outcomes, a transformational leadership style improved checklist adherence [ 31 ]. The time of patients’ transport by Murphy et al. was reduced after conducting interventions based on a charismatic leadership style [ 37 ]. Jodar et al. showed that performances were elevated in units whose healthcare workers were subjected to transactional and transformational leadership-style interventions [ 1 ].

These meta-analysis results were slightly relevant because of the high heterogeneity among the studies, as confirmed by both funnel plots. This publication bias might be caused by unpublished articles due to either lacking data on leadership effectiveness, failing appropriate leadership strategies in the wrong settings or non-cooperating teams [ 12 ]. The association between leadership interventions and healthcare outcomes was slightly explored or gave no statistically significant results [ 12 ], although professionals’ performance and patients’ outcomes were closely related to the adopted leadership style, as reported by the latest literature sources [ 7 ]. Other aspects than effectiveness should be investigated for leadership. For example, the evaluation of the psychological effect of leadership should be explored using other databases.

The study design choice could affect the results about leadership effectiveness, making their detection and their statistical relevance tough [ 12 ]. Despite the strongest evidence of this study design [ 50 ], nowadays, trials about leadership effectiveness on healthcare outcomes are lacking and have to be improved [ 12 ]. Notwithstanding, this analysis gave the first results of leadership effectiveness from the available study designs.

Performance and adherence to guidelines were the main two outcomes examined in this meta-analysis because of their highest impact on patients, healthcare workers and hospital organizations. They included several other types of outcomes which were independent each other and gave different effectiveness results [ 12 ]. The lack of neither an official classification nor standardized guidelines explained the heterogeneity of these outcomes. To reach consistent results, they were classified into performance and guideline adherence by the description of each outcome in the related manuscripts [ 5 , 6 , 12 ].

Another important aspect is outcome assessment after leadership interventions, which might be fulfilled by several standardized indexes and other evaluation methods [ 40 , 41 ]. Therefore, leadership interventions should be investigated in further studies [ 5 ], converging on a univocal and official leadership definition and classification to obtain comparable results among countries [ 5 , 6 , 12 ].

5. Conclusions

This meta-analysis gave the first pooled data estimating leadership effectiveness in healthcare settings. However, some of them, e.g., surgery, required a dedicated approach to select the most worthwhile leadership style for refining healthcare worker performances and guideline adhesion. This can be implemented using a standardized leadership program for surgical settings.

Only cross-sectional studies gave significant results in leadership effectiveness. For this reason, leadership effectiveness needs to be supported and strengthened by other study designs, especially those with the highest evidence levels, such as trials. Finally, further research should be carried out to define guidelines on leadership style choice and establish shared healthcare policies worldwide.

Supplementary Materials

The following supporting information can be downloaded at: https://www.mdpi.com/article/10.3390/ijerph191710995/s1 , Figure S1. Leadership effectiveness by leadership style in before after studies; Figure S2. Funnel plot of before after studies; Figure S3. Leadership effectiveness in cross sectional studies by four leadership style; Figure S4. Funnel plot of cross-sectional studies; Table S1. Before after studies included in this systematic review and meta-analysis; Table S2. Cross-sectional studies included in this systematic review and meta-analysis. All outcomes were performance.

Funding Statement

This research received no external funding.

Author Contributions

Conceptualization, V.R., A.C. (Alessandra Casuccio), F.V. and C.F.; methodology, V.R., M.G., A.O. and C.T.; software, V.R.; validation, G.M., A.B., A.C. (Alberto Carli) and M.C.; formal analysis, V.R.; investigation, G.M., A.B., A.C. (Alberto Carli) and M.C.; resources, A.C. (Alessandra Casuccio); data curation, G.M. and V.R.; writing—original draft preparation, G.M.; writing—review and editing, A.C. (Alessandra Casuccio), F.V., C.F., M.G., A.O., C.T., A.B., A.C. (Alberto Carli) and M.C.; visualization, G.M.; supervision, V.R.; project administration, C.F.; funding acquisition, A.C. (Alessandra Casuccio), F.V. and C.F. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

Ethical review and approval were waived for this study due to secondary data analysis for the systematic review and meta-anlysis.

Informed Consent Statement

Not applicable.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Why Cross-Functional Collaboration Stalls, and How to Fix It

Sharon Cantor Ceurvorst,
Kristina LaRocca-Cerrone,
Aparajita Mazumdar,

Research shows that 78% of leaders report “collaboration drag” — too many meetings, too much peer feedback, and too much time spent getting buy-in from stakeholders.

Gartner research shows 78% of organizational leaders report experiencing “collaboration drag” — too many meetings, too much peer feedback, unclear decision-making authority, and too much time spent getting buy-in from stakeholders. This problem is compounded by the fact that companies are running as many as five types of complex initiatives at the same time — each of which could involve five to eight corporate functions and 20 to 35 team members. The sheer breadth of resource commitments across such a range of initiatives creates a basic, pervasive background complexity. To better equip teams to meet the demands of this complexity, Gartner recommends the following strategies: 1) Extend executive alignment practices down to tactical levels; 2) Develop employee strategic and interpersonal skills; and 3) Look for collaboration drag within functions or teams.

Corporate growth is the ultimate team sport, relying on multiple functions’ data, technology, and expertise. This is especially true as technology innovation and AI introduce new revenue streams and business models, which require significant cross-functional collaboration to get off the ground.

SC Sharon Cantor Ceurvorst is vice president of research in the Gartner marketing practice , finding new ways of solving B2B and B2C strategic marketing challenges. She sets annual research agendas and harnesses the collective expertise of marketing analysts and research methodologists to generate actionable insights.
KL Kristina LaRocca-Cerrone is senior director of advisory in the Gartner marketing practice , overseeing Gartner’s coverage of marketing leadership and strategy, cross-functional collaboration, proving the value of marketing, and marketing innovation and transformation.
AM Aparajita Mazumdar is senior research principal in the Gartner marketing practice , co-leading the research agenda for marketing technology. Her research focuses primarily on marketing strategy and technology topics such as cross-functional collaboration and marketing technology utilization.
AN Anja Naski is senior research specialist in the Gartner marketing practice . She edits the Gartner CMO Quarterly journal, highlighting the latest insights on critical challenges facing CMOs. Her research covers topics related to marketing operations, CMO leadership, and cross-functional collaboration.

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Research / Professional Skills

Suggested courses for hsb students.

The SBS Department offers two suggested approaches to help guide selection of elective courses, grouped as Research skills or Professional skills.

Students whose career path may involve conducting, coordinating or translating public health research, including plans for further research training, may find helpful options in the Research Skills track.
Students whose career path may involve coordinating, administering or advocating public health programs or policies may find helpful options in the Professional Skills track.
Please note that these tracks are simply suggestions to guide the student’s selection of elective courses. These do not constitute a concentration and will not be reflected on the student’s transcript. Students may opt to include a mix of courses from each track. This decision process should be guided by the student’s academic advisor.

Research Skills

SBS 202: Child Psychiatric Epidemiology (offered every other Spring2)

SBS 204: Program Implementation and Evaluation (Spring2)

SBS 207: Race, Ethnicity and Health: Perspectives from the Social and Behavioral Sciences (Fall2)

SBS 231: Community Intervention Research Methods (Spring2)

SBS 288: Qualitative Research Methods in Public Health (Fall1)

SBS 501: Community-based Participatory Research (Spring1)

SBS 503: Explaining Health Behavior: Insights from Behavioral Economics (Spring2)

SBS 506: An Intro to History, Politics, & Public Health: Theories of Disease Distribution & Health Inequities (Fall1)

SBS 507: Adv Sem on History, Politics, and Public Health: Theories of Disease Distribution and Health Inequities (Fall2)

SBS 521: Qualitative Data Analysis for Public Health (Fall2)

SBS 522: Multi-Level Theoretical Approaches to Population Health and Health-Related Behavior Change (Spring1)

SBS 523: Pragmatic Intervention Evaluation (Fall2)

SBS 550: Program Evaluation (Winter)

Professional Skills

SBS 208: Adolescent Health (Fall1)

SBS 212: Developmental Disabilities I: Evaluation, Assessment and Systems (Fall semester)

SBS 214 A+ B: Developmental Disabilities II: Value, Policy, and Change (Winter + Spring1)

SBS 222: Social Services for Children, Adolescents and Families (Spring1)

SBS 246: Maternal and Child Health: Programs and Policies (Fall2)

SBS 296: Leadership in Minority Health Policy (Fall semester)

SBS 299: Science-Driven Innovation in the Early Childhood Ecosystem (Fall semester)

SBS 502: Mass incarceration and Health in the US (Spring1)

SBS 504: Substance Use and Public Health (Fall1)

SBS 511: Social Policy and Health in International Perspective (Winter)

Additional Professional Skills

Advocacy-focused.

HPM 566: Advocacy and Organizing for Health Policy (Spring1)

SBS 211: Public Health in Action: Strategies for Policy, Advocacy, and Communication (Spring2)

Negotiation-Focused

HPM 252: Negotiation (Spring2)

EDU A501: Negotiation Workshop (Fall1)

GHP 243: Conducting Negotiation on the Frontlines (Spring2)

Financial Management-Focused

HPM 219: Financial Transactions and Analysis (Fall1)

HPM 220: Financial Management and Control (Fall2)

HPM 222: Financial Management of Health Care Organizations (Spring2)

EDU A027/MLD427: Strategic Finance for Nonprofit Leaders (Fall and Spring)

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Microsoft unveils new research and technology to bridge the disconnect between leaders and employees so companies can thrive amid economic uncertainty

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Microsoft expands Microsoft Viva platform to connect employees to company culture, business goals and one another

REDMOND, Wash. — Sept. 22, 2022 — On Thursday, Microsoft Corp. released a Work Trend Index Pulse report, “Hybrid Work Is Just Work. Are We Doing It Wrong?” The company also announced new capabilities in Microsoft Viva, its employee experience platform, designed to help empower and energize employees in a time of economic uncertainty.

The data makes clear that hybrid work has created a growing disconnect between employees and leaders. They’re at odds about what constitutes productivity, how to maintain autonomy while ensuring accountability, the benefits of flexibility and the role of the office. To bridge this gap, a new approach is needed that recognizes work is no longer just a place but an experience that needs to transcend time and space so employees can stay engaged and connected no matter where they are working.

“Thriving employees are what will give organizations a competitive advantage in today’s dynamic economic environment,” said Satya Nadella, chairman and CEO, Microsoft. “Today, we’re announcing new innovations across our employee experience platform Microsoft Viva to help leaders end productivity paranoia, rebuild social capital, and re-recruit and re-energize their employees.”

To help leaders navigate the new realities of work, the Work Trend Index Pulse report [1] points to three urgent pivots every leader should make:

End productivity paranoia: 87% of employees report they are productive at work, but 85% of leaders say the shift to hybrid work has made it challenging to have confidence their employees are being productive. Leaders need to create clarity and alignment around company goals, eliminate busywork that doesn’t support those goals and listen to their people — 57% of companies are rarely, if ever, collecting employee feedback.
Embrace that people come in for each other: 73% of employees say they need a better reason to go into the office besides company expectations — but they would be motivated to go in if they could socialize with co-workers (84%) or rebuild team bonds (85%). Digital communication will be crucial to keep people connected inside and out the office — both employees and leaders rank communication as the No. 1 most critical skill needed to be successful in their roles this year.
Re-skill to re-recruit your employees: 55% of employees say the best way to develop their skills is to change companies. However, they also say they would stay longer at their company if it was easier to change jobs internally (68%) or if they could benefit more from learning and development support (76%).

To address these challenges, Microsoft is expanding its employee experience platform Microsoft Viva to help companies deliver an employee experience optimized for the way people now work. Today, Microsoft is announcing several new and enhanced capabilities coming to Viva:

Viva Pulse is a new app that will enable managers and team leads to seek regular and confidential feedback on their team’s experience. Viva Pulse uses smart templates and research-backed questions to help managers pinpoint what’s working well and where to focus, and also provides suggested learning and actions to address team needs.
Viva Amplify is a new app that will empower leaders and communicators to elevate their message and reach employees where they are with consistency and impact. The app centralizes communications campaigns, offers writing guidance to improve message resonance, enables publishing across multiple channels and distribution groups in Microsoft 365, and provides metrics for improvement.
Answers in Viva is a new capability that will use AI to match employee questions to answers and experts across the organization to help put collective knowledge to work for all employees.
People in Viva is a new capability that will use AI to create rich profile cards with details on an employee’s interests, knowledge and team goals to help colleagues easily discover connections, experts and insights across the organization. These insights will be available through Microsoft 365 profile cards and as a new app.
Microsoft recently launched Viva Engage, which fosters digital community building through conversations and self-expression tools with stories and storylines. Leadership Corner is coming to Viva Engage as a space to invite employees to interact directly with leadership, share ideas and perspectives, participate in organization initiatives, and more.
Viva Goals helps organizations align employee work to business outcomes. New integrations in Viva Goals will bring goals into the flow of work including a richer integration with Microsoft Teams to check in on OKRs, an extension in Azure DevOps to complete work items, a connection to Power BI datasets to track KPIs and Key Results, and integrations with Microsoft Planner and Microsoft Project for automatic project management updates.
Enhanced integrations between Viva Learning and LinkedIn Learning will make it even easier for people to access content from LinkedIn Learning Hub right in the flow of work in Teams. Learners will see all their LinkedIn Learning Hub content synced, including custom content, curated learning paths and the courses they have already completed, all reflected directly within Viva. And administrators will be able to set the integration up directly within their settings on LinkedIn Learning Hub — no APIs needed.
Viva Sales, the first role-based experience app in the platform, will be generally available Oct. 3. Viva Sales brings together a seller’s CRM with Microsoft 365 and Teams to provide a more streamlined and AI-powered selling experience — right in the tools they’re using every day to connect with customers and close deals. Microsoft is announcing a partnership with Seismic to personalize and scale customer engagements through AI-generated content recommendations.
To streamline access to Viva and help employees start their day on track, a new home experience in Viva Connections will bring all the Viva apps together in one place, and updates to the Viva briefing email will provide more personalized productivity recommendations to help employees catch up on work, meetings and learning.

The new Viva capabilities will begin rolling out to customers in early 2023.

To learn more, visit the Official Microsoft Blog , Microsoft 365 Blog and the new Work Trend Index Pulse report .

Microsoft (Nasdaq “MSFT” @microsoft) enables digital transformation for the era of an intelligent cloud and an intelligent edge. Its mission is to empower every person and every organization on the planet to achieve more.

[1] The Work Trend Index Pulse report is based on an external study of 20,000 people in 11 countries, along with analysis of trillions of Microsoft 365 productivity signals, LinkedIn labor trends and Glint People Science insights.

For more information, press only:

Microsoft Media Relations, WE Communications, (425) 638-7777,  [email protected]

Note to editors: For more information, news and perspectives from Microsoft, please visit the Microsoft News Center at  http://news.microsoft.com . Web links, telephone numbers and titles were correct at time of publication but may have changed. For additional assistance, journalists and analysts may contact Microsoft’s Rapid Response Team or other appropriate contacts listed at  https://news.microsoft.com/microsoft-public-relations-contacts .

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ASU launching Doctor of Information Technology program in fall 2024

New professional doctorate will produce industry leaders.

Student presenting project in front of a wall of screens

Riddhi Tamakuwala, a graduate student in the information technology program in the Ira A. Fulton Schools of Engineering at Arizona State University, presents her applied project at the end of her master’s program. Photo courtesy of Tatiana Walsh

Technology is ever-changing, and leadership must evolve to keep pace with advancements across high-tech fields. Effective leaders must also be able to blend technological acumen with soft skills, creating work environments through which their teams can collaborate successfully.

To prepare for this future, The Polytechnic School , part of the Ira A. Fulton Schools of Engineering at Arizona State University, will launch a Doctor of Information Technology program this fall.

“Over the next few years, The Polytechnic School will launch several graduate programs to develop leaders who can combine deep technical know-how with broad principled know-why," says Kurt Paterson , director of The Polytechnic School. "We are starting with a Doctor of Information Technology because the faculty understand the demand for this training, but also because IT is everywhere. I can’t imagine a better academic opportunity for a new generation of tech executives to benefit so many people."

This professional doctorate, which focuses on developing solutions to practical problems rather than on academic research, will be geared toward working professionals who already have a master’s degree in a related field, substantial professional experience, and are looking to advance their career and seek new leadership opportunities. The degree program is designed to leverage students’ work experience to help enhance their management skills through academic theory and applied engineering.

“This doctoral program focuses on combining applied research, industry practices and leadership to innovate solutions to complex multifaceted challenges. The emphasis on leadership, principled innovation and industry experience is a key difference between this program and other doctoral programs,” says Tatiana Walsh , an assistant teaching professor and chair of the information technology program in The Polytechnic School.

Derex Griffin , an assistant teaching professor of information technology in The Polytechnic School, says the program is ideal for students already dedicated to their work in the information technology field and who see themselves as transformative leaders in an industry where leadership is especially consequential.

“We’ve built a comprehensive, hands-on experience to address the leadership challenge that comes with being a part of the next generation of information technology innovators,” Griffin says.

Some key aspects of The Polytechnic School’s new doctorate degree set it apart from other programs.

This is the first program of its kind in the state of Arizona, which aligns with ASU’s forward thinking and innovation. Students are given the opportunity to do practical research to develop best practices that can be immediately applied in the workplace. This prepares them to address today’s information technology challenges and help to advance this industry.

“Students will obtain experiences in cloud computing, artificial intelligence, cybersecurity and data science,” Walsh says. “Graduates will become technology leaders who have the skills required to lead enterprise initiatives that innovate highly reliable communications networks, implement resilient security global systems and leverage data analytics in daily big data business decisions.”

Another advantage offered by the program is that students will be able to complete their studies in three years, which makes the degree more cost-effective than alternatives. In addition, The Polytechnic School’s atmosphere is familial in nature, contributing to a successful learning environment. The school’s programs tend to foster long-term professional relationships that can lead to networking that benefits students in their future careers.

Upon graduation, students will have opportunities to advance in careers such as senior technology managers, consultants, researchers and chief information officers in fields like business, education, government and nonprofit organizations.

“Students develop the engineering skills and professional competencies in collaboration, communication, agility, ethics and teamwork to advance their leadership career,” Walsh says.

Appropriate undergraduate degrees completed by students that will render them successful in this program include information technology, information sciences, cybersecurity, computer science, computer systems engineering, computer engineering and software engineering.

To be awarded the Doctor of Information Technology, students must complete 60 credit hours, including an applied project course, and meet the requirements of both ASU’s Graduate College and the Fulton Schools.

“Our program will help professionals to step into advanced technical leadership roles to lead initiatives that create principled solutions for real-world needs,” Walsh says.

The application is now open for fall 2024 and spring 2025 semesters.

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Call or Text the Maternal Mental Health Hotline

Parents: don’t struggle alone

The National Maternal Mental Health Hotline provides free, confidential mental health support. Pregnant people, moms, and new parents can call or text any time, every day.

Start a call: 1-833-TLC-MAMA (1-833-852-6262)

Text now: 1-833-TLC-MAMA (1-833-852-6262)

Use TTY: Use your preferred relay service or dial 711 , then 1-833-852-6262 .

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Workforce Development Projects

Georgia Leadership Education in Neurodevelopmental Disabilities Program (GaLEND)

Project profile.

Emily C Graybill, PhD Center for Leadership in Disability Phone: 404-413-1424 Email: [email protected]

The prevalence of children in Georgia with autism spectrum disorders and related neurodevelopmental disabilities (ASD/DD) continues to rise with the concomitant need for better access to screening, diagnosis, and evidence-based interventions. GaLEND addresses these needs by preparing a diverse workforce with the interdisciplinary skills and perspectives critical to providing effective, culturally competent, family-centered services and supports -- and the leadership skills to form the partnerships needed to achieve the collective impact of improved systems of care.

Goals and Embedded Objectives: Our overarching goal is to develop clinical, research, programmatic, and policy leaders to improve systems of supports and services for children with ASD/DD and their families.

Goal 1: Recruit and train 24 long-term, 50 to 75 medium-term, and 75 to 100 short-term trainees per year, with at least 40% from historically under-represented backgrounds, and representing 12 to14 core disciplines including self-and-family advocacy.
Goal 2: Ensure that GaLEND trainees master the academic content, knowledge of research, and clinical skills to provide interdisciplinary, culturally competent, evidenced-based, family-centered, and community-based supports and services to children with ASD/DD and their families.
Goal 3: Prepare GaLEND trainees to assume leadership positions in public health, research and policy through mastery of the skills and dispositions in the MCH Leadership Competencies.
Goal 4: Provide 50 continuing education programs with more than 12,500 participants over five years, and provide 2,500 hours of consultation and technical assistance to 125 community programs over five years, with the goal of improving the health and well-being of children with ASD/DD and their families.
Goal 5: Contribute to solutions for emerging challenges in Georgia related to ASD/DD though targeted efforts in areas of need, such as the continued need for early identification, the development of social competence in young children, and co-occurring disabilities in adolescents and young adults.
Goal 6: Use an ongoing process of qualitative and quantitative evaluation to improve the efficiency, effectiveness, reach, impact and quality of the GaLEND Program and the national LEND programs.
Goal 7: Contribute to the elimination of health disparities and improvement in systems of care for MCH populations by conducting and disseminating research.

Activities to Be Undertaken to Meet Project Goals: All long-term trainees participate in (1) leadership seminar and collaborative, (2) courses on neurodevelopmental disabilities and systems of care, (3) participatory action research project teams, (4) clinical practica, (5) family and self-advocate mentoring, (6) other directed experiences, and (7) opportunities for regional and national networking.

Coordination:

GaLEND faculty and staff meet regularly with our MCH Leadership Collaborative partners, our Community Advisory Council, Georgia MCH Program (Title V), and other agencies to review needs and plan continuing education and technical assistance. Project staff collaborate regionally and nationally with the network of LEND Programs through AUCD, other MCHB-funded training programs in the Southeast.

Evaluation:

Qualitative and quantitative evaluation methods document the process and outcomes for each goal and objective, emphasizing trainee mastery of the leadership competencies, trainee satisfaction with the program, and long-term outcomes utilizing the frameworks of implementation science and collective impact. Data are reviewed regularly for program improvement.

Deloitte: CIOs Balancing Technology and Business Leadership

The role of the Chief Information Officer (CIO) has undergone a significant transformation in recent years. Once primarily focused on managing an organisation’s IT infrastructure, CIOs are now expected to be strategic business leaders who drive innovation and growth, reflecting the increasing centrality of technology in modern business operations and strategy.

According to a recent Deloitte survey, the majority of CIOs now report directly to their CEOs, highlighting the elevated status of technology leadership within organisations. This change in reporting structure underscores the growing recognition that technology is not just a support function, but a core driver of business value and competitive advantage.

Today’s CIOs are expected to wear multiple hats, balancing traditional IT responsibilities with more strategic, business-oriented roles.

Enablers of transformation and innovation
Drivers of top-line value
Change agents within their organisations

This expanded mandate requires CIOs to possess a unique blend of technical expertise and business acumen. They must be able to articulate the value of technology investments in business terms while also keeping abreast of emerging technologies that could potentially disrupt their industries.

“How technology leaders balance growth priorities with the risk implications of emerging technology matters more than ever,” says Lou DiLorenzo Jr., Principal and National U.S. CIO Program Leader at Deloitte Consulting LLP. “Beyond the ability to articulate the interplay between technology and business value, they should also demonstrate a command of how issues like cybersecurity, privacy and consumer trust manifest are maintained.”

Deloitte: The key priorities for modern CIOs

The Deloitte survey identified several top priorities for CIOs in the current business environment. These include:

1. Emerging Technologies: Staying ahead of the curve on innovations such as AI, quantum computing and augmented/virtual reality.

2. Data and Artificial Intelligence: Harnessing the full potential of data analytics, AI, and machine learning to drive business insights and decision-making.

3. Cybersecurity: Mitigating risks and preventing cyber incidents in an increasingly complex threat landscape.

4. Technology Strategy: Developing and communicating a cohesive technology vision that aligns with overall business objectives.

These priorities reflect the dual nature of the modern CIO role – maintaining operational excellence while also positioning the organisation for future success through strategic technology investments.

Challenges and performance gaps

Despite the clear importance of their role, many CIOs face significant challenges in executing their priorities. The survey revealed that only about one-third of technology leaders rate their organisations as ‘excellent’ in key areas such as talent management, IT strategy optimisation and sustainable IT practices.

Moreover, CIOs identified several personal barriers to success, including demonstrating and communicating the value of technology investments, integrating technology across diverse business units, keeping up-to-date with rapidly evolving technologies and securing adequate resources and capacity to deliver on technology initiatives.

The CIO of the future: Balancing technical and business leadership

As technology continues to become more deeply embedded in business models and operations, the ideal CIO will need to embody a combination of traditional technical expertise and contemporary business leadership skills.

The Deloitte survey suggests that successful CIOs will be those who can act as both technical gurus and change agents, balance risk mitigation with strategic risk-taking, drive operational efficiency while enabling transformation and innovation, manage costs effectively while delivering top-line value and execute on current business priorities while influencing future strategy.

“The job of a CIO today isn't easy – it's a dynamic, demanding, and critical role that shapes the future of the organisation,” comments John Marcante, CIO-in-Residence at Deloitte U.S. CIO Program. “As technology and corporate strategy become more intertwined, CIOs can be indispensable members of the executive team who can serve as the primary drivers of growth while ensuring efficient, secure and nimble operations.”

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More From Forbes

Bring out the best in your leadership with this transformational tool.

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Let’s face it, when you’re under stress and strain at work, it’s likely that you aren’t giving your best. In fact, stress often brings out the small and narrow parts of each of us. If you’re like me, you may become strident, perfunctory or over-focused on getting stuff done, to the exclusion of relationships. What’s your pattern under stress? And are you able to switch to your strengths? Do you know what they are?

Success as a leader today requires raising your level of self-awareness, adaptability and emotional intelligence. It means paying attention to yourself, to your impact and to others. To bring out the best in yourself and those you lead, I recommend a tool called the Enneagram. Rather than one global prescription for what good leadership looks like, The Enneagram describes nine diverse archetypes of leadership. It’s a profile of strengths, challenges, fears and motivations.

Understanding your Enneagram type provokes insight by showing you a way of seeing yourself and others that you may not have considered before. This process expands awareness and perspective, and, ideally, as you learn more about yourself and your teammates, your empathy and effectiveness will grow.

Instead of referring to each of the nine types by a name or label, I prefer to identify them by their number, one through nine. As you scan each of the types below, see if any of them resonate with your motivation and strengths as you know them.

Enneagram Type One

Motivation: Doing the right thing, avoiding mistakes, working towards self-improvement and self-control.

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Strengths: Dedication to doing great work, high level of personal integrity, high standards of quality, strong sense of responsibility.

Enneagram Type Two

Motivation: Being helpful and dependable, providing for the needs of others, anticipating people's needs.

Strengths: Natural ability to empathize, willingness to work hard, interest and skillfulness in collaborating with others, generosity in giving to others.

Enneagram Type Three

Motivation: Achieving goals, presenting an image that supports what success means to them, being productive, performance.

Strengths: Ability to get jobs done well and quickly, confidence and determination when working toward goals, resourcefulness and tenacity, emotional sensitivity.

Enneagram Type Four

Motivation: Being authentic and expressing individuality, being attuned and true to emotions, making a difference.

Strengths: Natural ability to create and innovate; valuing the importance of people and emotions; generating ideas and solutions; intensity, passion, and the courage of your convictions.

Enneagram Type Five

Motivation: Making sense of the world, conserving resources, avoiding dependence, pursuit of knowledge.

Strengths: Intellectual curiosity and enthusiasm for knowledge and ideas; objective, rational thinking; deep content expertise.

Enneagram Type Six

Motivation: Creating stability and safety, protecting self and others, avoiding threats and risk, being loyal and responsible.

Strengths: Ability to fully think through problems and find solutions; sensitivity to power dynamics; staying calm and competent in a crisis; loyal, supportive, and dedicated to people and causes.

Enneagram Type Seven

Motivation: Experiencing the possibilities in life, pursuing joyful interests and freedom, avoiding boredom and pain.

Strengths: Ability to make work fun, positive thinking, infectious enthusiasm, playfulness in relating to people.

Enneagram Type Eight

Motivation: Being strong and in control, avoiding weakness and vulnerability, making things happen, making decisions.

Strengths: Fearlessness in the face of big challenges, ability to support and protect others, big-hearted and generous, ability to see the big picture.

Enneagram Type Nine

Motivation: Promoting harmony and peace, getting input from others, creating comfort and routines, avoiding conflict.

Strengths: Collaborating, mediating disputes diplomatically, inclusion amidst diversity, putting greater good ahead of self-interest.

Knowing and naming your strengths is a wonderful exercise for leaders. Once you have this insight, it can be like a kind of North Star, helping you find your way back to behaviors you can be proud of. Naming the strengths of your team members can also buoy them during times of stress. The big takeaway, for yourself and your team: Naming the good matters. Try it.

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IMAGES

Strong Research Skills are essential to advancing your career
15 essential skills for leadership in science
Professional skills for research leaders
Leadership in Research
Introducing Research Skills
Research Skills PowerPoint Presentation Slides

VIDEO

How to be an Effective Research Adviser? PART 1
How to be an Effective Research Adviser? PART 2
Ten Great Leaders Traits
Essential Leadership Skills; The Broadcast
Next Generation of Leaders in Neuroscience
Top Visionary Leadership Skills

COMMENTS

8 Essential Qualities of Successful Leaders
8 Essential Qualities of Successful Leaders. Summary. Becoming a great leader is a journey of continuous learning and growth. It's a process — one that thrives on embracing challenges, seeking ...
The Most Important Leadership Competencies, According to Leaders Around
Research over the past few decades has shown us that the most important leadership qualities are centered around soft skills and emotional intelligence. ... A survey of 195 leaders from more than ...
6 Ways to Improve Your Leadership Skills for Research
Postdocs: You must take ownership of projects, establish collaborations, seek funding opportunities, and lead teams. Professors and More Professional Career Paths: You are leading projects, teams, and labs; motivating and educating your team members; and communicating your research findings. Picking one or two of the following leadership skills ...
Top 5 Fastest Growing Leadership Skills To Learn In 2024, Per Research
getty. Overall, these five in-demand leadership skills—AI, EQ, innovation, adaptability, and employee engagement—are precisely what you need to forge a successful leadership career this year ...
How to Be a Great Leader in Science
Create space for everyone. Great leaders ensure everyone gets a chance to speak, and they acknowledge everyone's contributions. They create space for new ideas, encourage collaboration and ...
New Research Identifies Essential Leadership Skills For ...
According to new research, leadership skills can make or break an organization. Researchers have identified the management styles that build employee resilience and effectiveness and the company's ...
Leadership Strategies for the Researcher
Audience. Emerging clinician-researchers and principal investigators interested in building their leadership and management skills. We believe that the research community is strengthened by understanding how a number of factors including gender identity, sexual orientation, race and ethnicity, socioeconomic status, culture, religion, national origin, language, disability, and age shape the ...
Six ways of understanding leadership development: An exploration of
A review of adult development leadership research identified the need for more research with a wider use of contextual factors and how developmental ... Campion MA, Morgeson FP (2007) The leadership skills strataplex: Leadership skill requirements across organizational levels. The Leadership Quarterly 18: 154-166. Crossref. ISI. Google Scholar.
Research Skills: What They Are and Why They're Important
Critical thinking. Critical thinking refers to a person's ability to think rationally and analyze and interpret information and make connections. This skill is important in research because it allows individuals to better gather and evaluate data and establish significance. Common critical thinking skills include: Open-mindedness.
The Changing Face Of Leadership: 10 New Research Findings All ...
Only 14% of CEOs say they have the talent they need to execute their business strategies. #2: Need for digital leadership skill. Digital leadership skills are becoming increasingly critical ...
Leadership Skills Research: insights to predict leader success
In High-Resolution Leadership, DDI's powerful leadership skills research report, we set out to prove that strong leaders fuel bottom line growth. We also show how personality and skill patterns impact the success of leaders and their readiness to tackle future challenges. Finally, we look at how a leader's background can give insights into ...
Leadership for Researcher Development: What Research Leaders Need to
In particular, it is important that research leaders recognize the width, multidimensionality and complexity of researcher development: that it is much more than changing observable behaviour and increasing productivity and output; it also involves changing viewpoints, mindsets and perceptions and increasing intellectual capacity.
Effective Leadership: What Makes a Great Leader
Discover the key traits of effective leadership, learn to develop leadership skills, differentiate between leadership and management, and build successful teams.
Leadership: Research Findings, Practice, and Skills
Chapter 1. The Nature and Importance of Leadership. The Meaning of Leadership. Leadership as Shared Responsibility and Collaboration. Leadership as a Relationship. The Impact of Leadership on Organizational Performance. Research and Opinion: Leadership Does Make a Difference. Research and Opinion: Formal Leadership Does Not Make a Difference.
What Are Research Skills? Definition, Examples and Tips
Examples of research skills Research skills refer to a collection of several separate skills that help you find and review the information and arrive at a decision. Research skills in the workplace include: Searching for information All research involves the search for credible information that you can analyze and use to arrive at an answer or ...
Analysis of Leader Effectiveness in Organization and Knowledge Sharing
The importance of leadership style and knowledge sharing for organizations is shown in Gary Hamel's (2006) research. In the research, only 10% of the 30,000 products marketed every year by the companies in the production sector are reported to be successful (Hamel, 2006).
15 Research Leader Skills For Your Resume
15 research leader skills for your resume and career. 1. Data Collection. Data collection involves gathering, recording, and cleaning information for analysis. Research leaders use data collection to manage research literature, conduct research studies, and analyze data. They design and implement data collection methods, collect data, and ...
Essential soft skills you need to build as a research leader
Research shows that 85% of job success comes from having well‐developed soft skills. 4 Soft skills can be a major differentiator in academia, especially for researchers in leadership positions. Soft skills can (and should) go hand in hand with being a pioneering researcher.
The 12 Characteristics of a Good Leader
Based upon our decades of research and experience working with leaders at thousands of organizations around the world, we've found that the best leaders consistently possess certain fundamental qualities and skills. Here are 12 essential leadership traits. 12 Essential Leadership Qualities. Self-Awareness; Respect; Compassion; Vision ...
Developing research skills in the social sciences
create partnerships and networks to coordinate the research skills training and address any gaps; work with the social science community to promote the importance of research skills and improve access and provision; Funding opportunity. The funding opportunity for the new research skills strategic leadership hub was published in June 2024. The ...
Leadership Effectiveness in Healthcare Settings: A Systematic Review
Servant leadership style is a sharing leadership style in whose members can increase their skills and competences through steady leader support, and they have a role in an organization's goals. The transformational leadership style focuses on practical aspects such as new approaches for problem solving, new interventions to reach purposes ...
(PDF) Leadership Skills: Fundamental in Leading to Effective
The different types of leadership skills are, communication, motivation, creativity, positivity, feedback, delegating, trustworthiness, work ethics, conscientiousness. and dispute settlement. The ...
Why Cross-Functional Collaboration Stalls, and How to Fix It
Summary. Gartner research shows 78% of organizational leaders report experiencing "collaboration drag" — too many meetings, too much peer feedback, unclear decision-making authority, and too ...
Research / Professional Skills
The SBS Department offers two suggested approaches to help guide selection of elective courses, grouped as Research skills or Professional skills. Students whose career path may involve conducting, coordinating or translating public health research, including plans for further research training, may find helpful options in the Research Skills ...
Microsoft unveils new research and technology to bridge the disconnect
Digital communication will be crucial to keep people connected inside and out the office — both employees and leaders rank communication as the No. 1 most critical skill needed to be successful in their roles this year. Re-skill to re-recruit your employees: 55% of employees say the best way to develop their skills is to change companies ...
ASU launching Doctor of Information Technology program in fall 2024
The degree program is designed to leverage students' work experience to help enhance their management skills through academic theory and applied engineering. "This doctoral program focuses on combining applied research, industry practices and leadership to innovate solutions to complex multifaceted challenges.
Georgia Leadership Education in Neurodevelopmental Disabilities Program
Problem: The prevalence of children in Georgia with autism spectrum disorders and related neurodevelopmental disabilities (ASD/DD) continues to rise with the concomitant need for better access to screening, diagnosis, and evidence-based interventions. GaLEND addresses these needs by preparing a diverse workforce with the interdisciplinary skills and perspectives critical to providing effective ...
Deloitte: CIOs Balancing Technology and Business Leadership
The role of the Chief Information Officer (CIO) has undergone a significant transformation in recent years. Once primarily focused on managing an organisation's IT infrastructure, CIOs are now expected to be strategic business leaders who drive innovation and growth, reflecting the increasing centrality of technology in modern business operations and strategy.
Brookings
The Brookings Institution is a nonprofit public policy organization based in Washington, DC. Our mission is to conduct in-depth research that leads to new ideas for solving problems facing society ...
Bring Out The Best In Your Leadership With This ...
Success as a leader today requires raising your level of self-awareness, adaptability and emotional intelligence. It means paying attention to yourself, to your impact and to others. To bring out ...