This study examined whether a two-day leadership training program improved university students' perceptions of leadership skills. 36 female students at a Saudi university participated in the program, which covered communication, planning, teamwork, decision-making, control, motivation, and evaluation. Students completed a survey before and after the program measuring their views of these skills. The results showed the program significantly increased students' perceptions of leadership skills, regardless of their academic field, participation in social activities, prior leadership roles, or previous leadership training. The authors recommend replicating the study with a larger sample.
Career Management for middle managers, issues and challenges in career management for middle managers, indian managers challenges in career management, top industry leader view, roundtable outcome,Challenges and expectations at middle level,Ways of developing middle managers,Paradigms of dealing with middle management,Career Management and Performance
Career Management for middle managers, issues and challenges in career management for middle managers, indian managers challenges in career management, top industry leader view, roundtable outcome,Challenges and expectations at middle level,Ways of developing middle managers,Paradigms of dealing with middle management,Career Management and Performance
Do you believe that your organization is developing the talent it needs to reach business objectives and meet future challenges? If not, you are not alone. This white paper will show you how successful succession plans are more than filling out forms. They are real, living programs that combine learning and development opportunities and experiential learning to prepare leaders at all levels for tomorrow’s business challenges.If you, as a learning and development professional, don’t have succession planning on your radar, you should.
This paper was set to examine training and development in the banking sector and reaffirm the investment in training and development. In line with the assertion made by the literature and the evidences gathered in the process of the study, the following recommendations were made: It is an established fact that no serious minded organization like banks can be staffed by people with expertise and potentials in the various disciplines needed for its total functioning simply by recruitment and selection, it’s the systematic training and development of personnel on continuous basis that can harness the totality of human resources in the organization, banks should ensure that any training and development which takes place is based on proper analysis of its contribution to the effectiveness and efficiency of banking industry. The data collected from different sources was cross checked. Different statistical tools and techniques were used like mean, mode, median, averages, t-test and chi-square. The paper concluded that investment in the area of training and development in the human resources will bear the fruits much fold for the banking industry of the two countries. For the Indian banks have established their training institutes for the purpose of training its staff which was lacking with their counterparts. Each employer who invests seriously in the area of Training and Development will reap the benefits of an enriched working environment with higher levels of staff retention as well as increased productivity and performance. In the modern computer era training has gained the reputation of dynamic concept which needs to be understood in that perspective most of the modern banks which do not respond to the dynamic change that are seen in changed environment may fail to respond to the needs of customers. Training is one of most important and effective means of bringing about change in banking sector. Hence, the study is carried with the aim of studying training implementation in these selected banks.
Erudion Education specializes in working with a niche segment of those high school students from India, who
wish to pursue Undergraduate Studies in the US. The company was established with the aim of redefining the
overseas admissions counseling process. Erudion strongly believes in providing valuable guidance and further
empowering its students/clients to make the right choices for themselves in the pursuit of American higher
education
The study assessed human resource management strategies for enhancing employees’ motivation in Edo State. The study was guided by four research questions with a population of 182 business educators in universities in Edo and Delta States. The study employed descriptive survey. Three experts validated the questionnaire with a reliability of. 0.71 obtained using Pearson’s Product Moment Correlation. Descriptive statistics of Mean was used to answer the research questions. From the analysis, it was revealed that employers empowered their employees to very low extent; employers rewarded their employees to high extent; employers redesigned employees’ jobs to low extent, and employers created flexible jobs for their employees to low extent respectively. Consequently, it was recommended that workers should be sufficiently empowered to enhance higher performance and more productive. This will also go a long way to reduce attrition rate, the use of verbal praise, allowing workers’ personal development should be given priority attention by management to enhance higher productivity, and management should redesign tasks/jobs from time to time so as to enhance motivation, job satisfaction, commitment to reduce absenteeism and turnover, among others.
Leadership practice and application a study of sicho groupMd. Abdul Munem
In logistics sector Leadership practices are important as they provide structure, control, consistency, fairness. They also ensure compliance with employment legislation and inform employees of their responsibilities and the Company's expectations. A leader sets policy documents through his leadership and obtains that work from his subordinates. This report has focused the leadership approach which has been followed by SICHO Group.
The theoretical basis of this paper is found in the contents of leadership styles, organizational culture and organizational commitment, and in the context of SICHO Group. In this framework, the aim of this study is to explo logistics industry (SICHO) in order gain competitive advantage by ensuring continuous performance of those employees. Moreover, this study aims to extend the leadership and organizational culture literatures through examining total effects of these variables. To reveal those relationships a survey is conducted on firms operating in logistics industry. The results and thoughts about that survey is presented in the following sections.
SICHO Group have found the communicate values and expectations for how things are done at the organization. It keeps the SICHO in compliance with legislation and provide protection against employment claims. Document and implement best practices appropriate to the SICHO. Support consistent treatment of staff, fairness and transparency. It helps management to make decisions that are consistent, uniform and predictable. To support business strategy and, for smaller organizations, a desire to develop a more formal and consistent approach that will meet their needs as they grow.
Online information session to discover more about the International Masters in Practicing Management – IMPM program. The IMPM is delivered by top business schools in 5 countries. Lancaster University in England, McGill University in Canada, IIMB in India, Renmin University in China and FGV/EBAPE in Brazil all bring a different international perspective to the program. Each School hosts a 10 day module that is based on a different managerial mind-set and uses your experiences, your reality to deepen the learning.
Perception of Managerial Competencies Significant For Gulf College Educationa...inventionjournals
This study examines the perception of managerial competencies significant for gulf college educational leaders and managers. Twenty three (23) respondents are utilized in the study to measure their management skills in terms of communication, planning and administration, teamwork, strategic action, selfmanagement and multicultural. The researchers made use of descriptive-evaluative method. This is a research method that focuses on present condition with a purpose of discovering new truth such as increased extent of knowledge, new generalization, an increased insight into factors that are operating, discovery of new causalrelationship, or more accurate formulation of the problem to be solved. Specifically, descriptive-evaluative is a design that will appraise carefully the worthiness of the current study. Results show that managerial competencies of the respondents have no significant relationship with their profile. Although the result is not significant, still it is important to note that managerial competencies are reflection of effective performance of every educational leader and manager of the institution. Hence; the degree of influence of the respondents’ profile and their managerial competencies displayed that the degree of influence is not significant since the pvalue is consistently below 0.5. However, it is worthy to consider that only fifteen (15) percent of the combined indicators influenced the managerial competencies of the respondents.
The impact of leadership competence and administrative leadership on higher e...Turyamureeba Silaji
Situational leadership style is closely linked to leadership effectiveness in universities and
global settings. Effective academic leaders employ the four leadership modalities of "telling,
selling, participating, and delegating" and must possess a set of skills and take on specific
responsibilities. Good academic leaders have the necessary skills and positions when hired
and use different leadership philosophies depending on the scenario. To ensure good
academic leadership, systematic programs for leadership development are crucial. The study
aims to review literature on leadership competences and administrative leaders in higher
institutions worldwide. The researcher used ProQuest and various web-based providers to
search for published articles in social science and management education related to
leadership competences and administrative leaders in higher institutions. Review findings
show that administrative executives struggle with change management in the real world,
struggle to embrace new practices, and struggle with using constructive aspects of conflict
in conflict resolution. Additionally, administrative leaders struggle with setting priorities to
make the best judgments.
Do you believe that your organization is developing the talent it needs to reach business objectives and meet future challenges? If not, you are not alone. This white paper will show you how successful succession plans are more than filling out forms. They are real, living programs that combine learning and development opportunities and experiential learning to prepare leaders at all levels for tomorrow’s business challenges.If you, as a learning and development professional, don’t have succession planning on your radar, you should.
This paper was set to examine training and development in the banking sector and reaffirm the investment in training and development. In line with the assertion made by the literature and the evidences gathered in the process of the study, the following recommendations were made: It is an established fact that no serious minded organization like banks can be staffed by people with expertise and potentials in the various disciplines needed for its total functioning simply by recruitment and selection, it’s the systematic training and development of personnel on continuous basis that can harness the totality of human resources in the organization, banks should ensure that any training and development which takes place is based on proper analysis of its contribution to the effectiveness and efficiency of banking industry. The data collected from different sources was cross checked. Different statistical tools and techniques were used like mean, mode, median, averages, t-test and chi-square. The paper concluded that investment in the area of training and development in the human resources will bear the fruits much fold for the banking industry of the two countries. For the Indian banks have established their training institutes for the purpose of training its staff which was lacking with their counterparts. Each employer who invests seriously in the area of Training and Development will reap the benefits of an enriched working environment with higher levels of staff retention as well as increased productivity and performance. In the modern computer era training has gained the reputation of dynamic concept which needs to be understood in that perspective most of the modern banks which do not respond to the dynamic change that are seen in changed environment may fail to respond to the needs of customers. Training is one of most important and effective means of bringing about change in banking sector. Hence, the study is carried with the aim of studying training implementation in these selected banks.
Erudion Education specializes in working with a niche segment of those high school students from India, who
wish to pursue Undergraduate Studies in the US. The company was established with the aim of redefining the
overseas admissions counseling process. Erudion strongly believes in providing valuable guidance and further
empowering its students/clients to make the right choices for themselves in the pursuit of American higher
education
The study assessed human resource management strategies for enhancing employees’ motivation in Edo State. The study was guided by four research questions with a population of 182 business educators in universities in Edo and Delta States. The study employed descriptive survey. Three experts validated the questionnaire with a reliability of. 0.71 obtained using Pearson’s Product Moment Correlation. Descriptive statistics of Mean was used to answer the research questions. From the analysis, it was revealed that employers empowered their employees to very low extent; employers rewarded their employees to high extent; employers redesigned employees’ jobs to low extent, and employers created flexible jobs for their employees to low extent respectively. Consequently, it was recommended that workers should be sufficiently empowered to enhance higher performance and more productive. This will also go a long way to reduce attrition rate, the use of verbal praise, allowing workers’ personal development should be given priority attention by management to enhance higher productivity, and management should redesign tasks/jobs from time to time so as to enhance motivation, job satisfaction, commitment to reduce absenteeism and turnover, among others.
Leadership practice and application a study of sicho groupMd. Abdul Munem
In logistics sector Leadership practices are important as they provide structure, control, consistency, fairness. They also ensure compliance with employment legislation and inform employees of their responsibilities and the Company's expectations. A leader sets policy documents through his leadership and obtains that work from his subordinates. This report has focused the leadership approach which has been followed by SICHO Group.
The theoretical basis of this paper is found in the contents of leadership styles, organizational culture and organizational commitment, and in the context of SICHO Group. In this framework, the aim of this study is to explo logistics industry (SICHO) in order gain competitive advantage by ensuring continuous performance of those employees. Moreover, this study aims to extend the leadership and organizational culture literatures through examining total effects of these variables. To reveal those relationships a survey is conducted on firms operating in logistics industry. The results and thoughts about that survey is presented in the following sections.
SICHO Group have found the communicate values and expectations for how things are done at the organization. It keeps the SICHO in compliance with legislation and provide protection against employment claims. Document and implement best practices appropriate to the SICHO. Support consistent treatment of staff, fairness and transparency. It helps management to make decisions that are consistent, uniform and predictable. To support business strategy and, for smaller organizations, a desire to develop a more formal and consistent approach that will meet their needs as they grow.
Online information session to discover more about the International Masters in Practicing Management – IMPM program. The IMPM is delivered by top business schools in 5 countries. Lancaster University in England, McGill University in Canada, IIMB in India, Renmin University in China and FGV/EBAPE in Brazil all bring a different international perspective to the program. Each School hosts a 10 day module that is based on a different managerial mind-set and uses your experiences, your reality to deepen the learning.
Perception of Managerial Competencies Significant For Gulf College Educationa...inventionjournals
This study examines the perception of managerial competencies significant for gulf college educational leaders and managers. Twenty three (23) respondents are utilized in the study to measure their management skills in terms of communication, planning and administration, teamwork, strategic action, selfmanagement and multicultural. The researchers made use of descriptive-evaluative method. This is a research method that focuses on present condition with a purpose of discovering new truth such as increased extent of knowledge, new generalization, an increased insight into factors that are operating, discovery of new causalrelationship, or more accurate formulation of the problem to be solved. Specifically, descriptive-evaluative is a design that will appraise carefully the worthiness of the current study. Results show that managerial competencies of the respondents have no significant relationship with their profile. Although the result is not significant, still it is important to note that managerial competencies are reflection of effective performance of every educational leader and manager of the institution. Hence; the degree of influence of the respondents’ profile and their managerial competencies displayed that the degree of influence is not significant since the pvalue is consistently below 0.5. However, it is worthy to consider that only fifteen (15) percent of the combined indicators influenced the managerial competencies of the respondents.
The impact of leadership competence and administrative leadership on higher e...Turyamureeba Silaji
Situational leadership style is closely linked to leadership effectiveness in universities and
global settings. Effective academic leaders employ the four leadership modalities of "telling,
selling, participating, and delegating" and must possess a set of skills and take on specific
responsibilities. Good academic leaders have the necessary skills and positions when hired
and use different leadership philosophies depending on the scenario. To ensure good
academic leadership, systematic programs for leadership development are crucial. The study
aims to review literature on leadership competences and administrative leaders in higher
institutions worldwide. The researcher used ProQuest and various web-based providers to
search for published articles in social science and management education related to
leadership competences and administrative leaders in higher institutions. Review findings
show that administrative executives struggle with change management in the real world,
struggle to embrace new practices, and struggle with using constructive aspects of conflict
in conflict resolution. Additionally, administrative leaders struggle with setting priorities to
make the best judgments.
Learning transfer in leadership programs.docxSara239500
Understand the importance of leadership development initiatives in corporate environments. It is not enough to evaluate our programs using formative and summative evaluations or implementing the Kirkpatrick evaluation model to gain insights into how participants implement the knowledge or skills after training. We must understand how to design a program that has elements that will promote transfer before, during, and after the program. This paper will examine the impact of learning transfer and the models used to understand better how to achieve this. Afterward, a deep dive will be done into the relationship between learning transfer and leadership development and what elements can be incorporated before, during, and after the programs that can impact transfer.
For the world to be a preferred global village, countries in different continents need to get closer to
each other not only through the demolition and removal of borderline barriers that separate them, but through
international trade and integrated economy. The country’s prosperity is a consequence of the ability by state
owned as well as private companies to perform efficiently and competitively. It is critical therefore that for these
companies to perform and operate competitively, their visions and missions require visionary leaders who have
appropriate foresight, so as to steer the business boat to the right direction. State owned organization in particular
can attain their visions if their leaders are knowledgeable of business proficiencies. It should be realized that
leaders are not only born to lead but that outstanding leaders are also made. Proper, relevant and adequate
leadership development programs are keys to focused business intent. A company that retracts from developing
its leaders is not only bound to be a laggard but is doomed to an ultimate downfall. Indeed, a country should
identify the problem area so as to decisively and proactively deal with the operational challenges. For the
challenges that hamper leadership development to be overcome, it is critical to lay down the background of the
problem area, so as to have focused solutions.
Structure of the Written Report Different Instructors will req.docxjohniemcm5zt
Structure of the Written Report
Different Instructors will require different formats for case reports, but they should all have roughly the same general content. For this course, the report should have the following sections in this order:
1. Title page
2. Table of contents
3. Executive summary
4. Problem (Issue) statement
5. Data analysis
6. Key Decision Criteria
7. Alternatives analysis
8. Recommendations
9. Action and Implementation Plan
10. Exhibits
Grading Rubric
HIGH SCORE:
Content and Subject: Easily identifiable, clear. Meets or exceeds page or word length requirement.
Structure: Apparent, understandable, and applicable. Good flow and well-structured.
Examples/Sources: Examples were used. Integration of external sources occurred.
Analysis: Interesting and novel. Provides different Marketing Principles based actions, recommendations & perspectives; demonstrates critical thinking and critical analysis at a high level.
Mechanics: Excellent APA format. Virtually devoid of errors in grammar, syntax, punctuation, and spelling.
Bulletin of Education and Research
June 2013, Vol. 35, No. 1 pp. 95-105
Competitive Branding & Development Model:
A Qualitative Case Study of UAE approach to Human Capital
Dr. Nadir Ali Kolachi *
_______________________________________________________________
Abstract
The paper reports on the branding and development factors. Countries are in need to brand
their activities to attract the coordination and business from other countries. The main focus of
this paper is related to competitive branding at individual & country level in order to develop
required human capital in next five to seven years. The paper investigates the parameters of
branding and competency through the proposed model named competitive branding and
development (CBD) model. The model reports on the important factors for branding and
competency. The paper is spread on two levels of branding based on the micro level
(individual) and macro level (country). The paper aims to investigate the competitive branding
of individuals and countries. This paper will report on UAE perspective. The branding is
discussed through the proposed model named Competitive Branding & Development (CBD)
in this paper. The study reports as a practical Case study limited to UAE only. The choice of
case study approach in this research was convenient and suitable in such types of studies. The
practical implication of this study is to identify the parameters to brand & develop individual
and countries at various domains. The parameters are organized into a model form named as
Competitive Branding & Development (CBD) Model. The countries can utilize such model to
evaluate their competency levels in comparison to other countries. This paper is academic,
research and practical type and may benefit students, teachers, researchers, managers, policy
makers from International Business, Individual development, Country developm.
Running Head Leadership Responsibility –Preparing Self .docxcowinhelen
Running Head: Leadership Responsibility –Preparing Self 1
Leadership Responsibility –Preparing Self 2
Leadership Responsibility- Preparing Self
James Smith
MBA 6026 Unit 4 Assignment 1
5/8/2016
Leadership Responsibility- Preparing Self
Accepting responsibility is actually a measure standard of one’s self-worth, security level and also indicate the true sign of courage and strength of taking charge of one’s actions. Possessing this ability can inspire an individual to grow in ways which would create good rewards and even achievements in one’s life and it is also a sign of maturity and personal growth and not a show of weakness (Kramer, 2005).Considering responsibility earns one respect having in mind that human beings can never be faultless all the times and therefore are prone to making mistakes which creates way for an appropriate ground for considering leadership via making improvements on the regions of weakness.
Lack of the ability to take responsibility for behaviours and actions in our everyday lives is triggered by the sense of insecurity of surrendering to being powerless, weak, or exposes them to a possibility of losing the respect they had gained from others therefore, leading to a lost sense of dignity and value (Kramer, 2005). A person who takes personal responsibility garners greater respect for owning up and is thus likely to perform much better in facilitating the accomplishment of the set goals and success in life.
As a way of taking responsibility, one must learn not to blame others for the decisions they make for themselves and they also need to understand that making a mistake is a normal incident and should be treated as an opportunity for betterment. One should instead seek on ways of improving on the self-esteem and avoid the pretending to be what you are not but reasonably build your confidence in the abilities you possess. Developing self-centeredness by offering yourself in service to others is another key step forward to ensuring a good preparation for self (Andriessen & Drenth, 1998).
Architectural development in leadership is a key perspective in improving corporate leadership capacity which identifies the level of the competence and can be portrayed as an extensive system approach to substantial investment in time, money as well as energy in developing potential leaders (Rosen, 2000). Several initiatives to leadership development do not indicate good and required results because of the approach of observing at leadership development too narrowly and also failures to exhibit thorough development priorities to leadership. There are many ways that can be implemented to improve on the skills for global leadership encompassing taking initiative of indulging into projects which are external to your job description (Rosen, 2000). Thiscan assist in progressing into a leadership responsibility in the workplace.
To become a good and productive leader, one should basically be ...
Chapter 1 - Abstract of Thesis
This thesis is written with the specific purpose of trying to assess the Orange Mobile Network Company in Sierra Leone and put together a framework of points that can be used as a guide by both existing and aspiring Leaders to deal with the Leadership challenges that exist in their functional and professional roles of Leadership within the Orange Mobile Network Company framework. Research shows us that there are various methodologies and models propagated in the professional space which Leaders can refer to but the common thread that ties them all is the fact that they propose a particular approach while mostly remaining silent on the other approaches. While conducting the research it was observed that a few books and articles has been written on communication, but none has focuses on assessing Orange Mobile Network Company quality and attributes desirable Leadership related to experts such as Kenneth Blanchard and John Adair do propose a more holistic approach to the subject and not any particular model as such.
The thesis is divided into a few chapters and the first of the chapter‘s deals with trying to understand the topic of Leadership. It‘s an often repeated word but does everybody who uses it really understand what it entails and what the role that it plays in society is. People are regularly encouraged to step up and take charge and demonstrate their ability to handle the challenges that come their way but without being privy to how to do it or what it actually means. This chapter therefore discusses how it is, the ability to influence others positively to achieve a common goal within and outside the cycles of Orange.
Shaping Tomorrow's Leaders Today: The Role Of Education In Fostering Leadersh...hussanisoyat
In a rapidly evolving world, the demand for effective and visionary leaders is more significant than ever. Today's youth will be the leaders of tomorrow, guiding us through the challenges and opportunities of the 21st century. As we strive to create a better future, it becomes increasingly essential to focus on shaping tomorrow's leaders today. Education, particularly in schools, plays a pivotal role in nurturing the leadership qualities and skills needed to tackle complex global issues. This article explores the critical role of education in shaping the leaders of the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
This research investigated the pre-service teachers’ self-regulation, selfefficacy, and mathematics performance in blended learning during the post Coronavirus disease 2019 (COVID-19) pandemic in a state university using a descriptive correlational design. There were 201 pre-service teachers who were identified using simple random sampling. They answered the two-set survey questionnaire, which assessed their self-regulation and self-efficacy, while their performances were assessed using their grades in the subject. The data gathered were treated using descriptive and inferential statistics. The results revealed that they had high self-regulation while they had a very high level of self-efficacy. At the same time, they had a very satisfactory performance in mathematics. Moreover, their self-regulation in terms of planning, monitoring, and adjusting was significantly correlated with their math performance while reflecting is not. However, no significant relationship was found between their self-efficacy and mathematics performance. Thus, instructors are encouraged to conduct monitoring during blended learning to encourage pre-service teachers to maintain their high level of self-regulation and self-efficacy in learning mathematics. In addition, future researchers may explore the same variables to validate the findings of the study because these findings are limited only to pre-service teachers and were conducted during the post COVID-19 pandemic.
This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a significance level of α = 0.05. Additionally, the authors examine four moderating variables: level of education, location of research, proficiency in language, and year of publication. Technology-based language acquisition outperforms traditional methods, indicating a significant and moderate impact on the learning process. This study enhances comprehension of the efficacy of technology in language acquisition by identifying various factors, such as the geographical location of research, methods of assessing language proficiency, and technology type employed. However, there is insufficient evidence to support the notion that educational level or sample size significantly impact technology-based language acquisition. This meta-analysis highlights the importance of considering nuanced factors when integrating technology into language learning. The findings emphasize the possibility of technology to transform methods of acquiring language and urge additional investigation into customized strategies that optimize its advantages.
Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.
Higher order thinking skills (HOTS) are an important element in facing the challenges of the 21 st-century. Difficulty in solving problems systematically, facing challenges in an organized manner, and being unable to design original solutions are due to the low HOTS that students have. HOTS ability can improve students who low-level thinking skills in several ways, for example, through learning integrated with media, practice, and assessment or HOTS-based cognitive assessment. The purpose of this study was to develop and implement a HOTS-based cognitive assessment to assess students' HOTS abilities. The device development model used is an adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) model. The research sample consisted of 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus. The result is that 11 students have the HOTS ability with very good criteria, 17 well criteria, and 2 enough criteria. This study suggests that a test instrument for further research is to measure students' HOTS ability. The Experts conclude that HOTS-based cognitive assessment can be used as an approach to improve students' HOTS to actively think selectively and supported by logical argumentation.
The background of this research is the need for teacher innovation in developing digital-based learning media in Indonesian language learning. The research method used is research and development (R&D) with the analysis, design, develop, implement, and evaluate (ADDIE) model, which consists of five research stages: analysis, planning, development, implementation, and evaluation. Data collection techniques are questionnaires, in-depth interviews, observations, and documentation that present the results regarding innovation, features, applications, and the impact of using the benkangen game in learning Indonesian in elementary school. The subjects of this study were 25 teachers from 25 elementary schools, and 66 students from 10 elementary schools in Magelang district and Magelang city. The results showed innovation in the development of game applications based on Magelang local wisdom with game features in the form of puzzles of Magelang culture and local wisdom, Indonesian language learning materials packaged in the form of questions accompanied by the number of points in each answer, and audio that reflects local wisdom in Central Java. The novelty of this research is the development of the benkangen game based on Magelang local wisdom, which still needs to be developed by teachers in Indonesia. Future research needs to explore the innovation of Indonesian language learning games through the latest software.
The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field of social sciences in the Scopus and ERIC databases. The findings show how non-intervention quantitative approaches are predominant in LLS research, occasionally accompanied by qualitative data collection methods. Accordingly, most research has favored descriptive and correlational designs, identifying the relationships between the use of strategies and variables such as language proficiency, demographic aspects, motivation, and self-regulation. Grounded on the revision of existing evidence, this article advises future strategy-based research to focus on primary and secondary levels of education, strategy instruction, cultural aspects, and qualitative research designs.
This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers’ vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's α. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.
Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PJBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli’s test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.
Incorporating ethnoscience into lessons through the ethnoscience-students’ worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students’ worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students’ responses are more influenced by science learning. In addition, the ethnoscience-integrated students’ worksheets (SW) variable indirectly affects students’ responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students’ problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).
This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.
The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.
This study aims to investigate Indonesian senior high school teachers’ perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured interview was applied to collect data, while thematic analysis was used to analyse it. The result showed that the teachers have three different positions in perceiving the use of the L1: the virtual position, maximal, and optimal positions. Although they have different perceptions toward the application of the L1, a major insight can be concluded about the limited use of the L1 for specific reasons, such as considering teachers’ and students’ English abilities, learners’ needs, and the type and the difficulty of the given task or assignment. The L1 can be functioned as scaffolding in three aspects: when teaching grammar, vocabulary, and when giving instructions. Teachers may consider this study’s results as the information to use the L1 in classrooms. This may also be beneficial for Indonesian educational stakeholders and the government to specifically define what type of scaffolding that teachers can use the L1 to teach English.
The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smileproject as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
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and the ability to lead oneself and others effectively rather than to focus exclusively on core subject matter .
The Ninth National Plan of the Kingdom of Saudi Arabia acknowledges the fact that graduates from higher-
education institutions usually lack many soft skills in general and leadership skills in particular. Leadership
skills include the ability to plan, the ability to solve problems and make decisions, and the
ability to communicate effectively and manage conflicts [5-7]. Saudi Arabia’s National Framework of
Graduate Competencies specifically reports that students who are graduating from higher-education institutions
should be equipped with general soft skills (such as creative-thinking skills, problem-solving skills and
communication skills) in addition to the core subject knowledge.
Although many observers argue that Islam strictly defines the respective roles and responsibilities of
each gender [12], many of these gender roles and responsibilities seem to be constructed more by cultural
practices than by the Quran and Hadith. This view is reinforced by the fact that, over the centuries, certain pre-
Islamic customs have reappeared and gained a foothold to the extent of strongly influencing the distinction
between the genders [13]. Indeed, cultural customs that deny equality to women have become so entrenched
in the Arab Muslim culture that they are often accepted as Islamic rules. Yet, many of the customs or rules that
are adhered to today cannot be found in the foundational Islamic texts. These cultural traditions and practices
were imposed, justified and carried on in Saudi society – and continue to prevail to this day – as a result of
male hegemony. Some of these cultural traditions and practices have been sustained through the strategy of
ensuring that women illiterate. Women have differing perceptions of the best approaches to negotiating these
challenges. One of these approaches is to become a leader.
There are different definitions and understandings of leadership. McNichol [14] states that leaders
possess certain distinctive qualities that they bring to bear in leadership situations. Others define leadership as
the ability to lead and that leaders have a natural disposition to do this [9,15]. Northouse [15] describes
leadership as a process of influence whereby a leader inspires and directs a group of people to achieve a
common goal. He further explains that leadership skills can be grouped into three broad categories, namely
administrative, interpersonal and conceptual. Administrative skills are comprised of those competencies that
enable leaders to run an organization. These competencies include planning, the organization of work activities,
the management of resources, and technical skills. Interpersonal skills include oral and written communication
skills, the ability to apply emotional intelligence, and the ability to manage and resolve conflicts. Conceptual
skills include problem solving and strategic planning.
These leadership skills are essential for students to acquire – not just to ensure their academic success
but also to be able to make a positive impact on society. This study is exclusively focused on the seven skills
that the academic literature indicates are most important for effective leadership. These skills are
communication, planning, teamwork, decision-making, control, motivation and evaluation. Each of these skills
is expanded upon below.
1.1 Communication
Communication has been identified as the most critical leadership skill. It involves the ability to listen,
speak, read body language, ask questions and provide feedback [16]. Any leader needs to be able to articulate
goals, and this paves the way for building and sustaining healthy working relationships at every level in an
organization. Leaders need to learn to be proficient in communication in order to be able to provide and receive
key information. Lack of communication is one of the most serious problems faced by many organizations and
it is the source of a vast number of complaints by employees.
Effective communication should take into account the need to maintain confidentiality as appropriate.
A leader needs to consistently assess the quality of his or her communication with employees as well as the
level of his or her communication skills. Factors that can undermine communication between levels of
management and hence can undermine overall organizational performance include some leaders’ tendency to
talk down or condescend to their employees, excessive use of authority, and the imposition of unanimity on
the corporate culture. It is important to avoid placing a focus on winning arguments or on reacting defensively
to criticism as this will cause employees to fear openness and thus will hinder the organization’s growth.
1.2 Planning
Planning is an important aspect of all human activity. As such, it is a key element of the success of
any individual or organization. Successful leaders develop and follow detailed plans in order to increase the
likelihood that their organization will achieve its specified objectives. As part of their planning process, leaders
ought to find answers to the following questions:
1. What do we want to accomplish?
2. Do we engage in brainstorming activities?
3. Before we reach a decision, do we evaluate each option?
4. Do we write down the plan before beginning to execute it?
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5. Do we evaluate the plan after the execution is complete?
6. Do we consider all of the alternatives and do we reflect on the various scenarios that could ensue
following the occurrence of unanticipated events?
Leaders should focus their attention and should remain committed to their plans. Planning includes
making informed assumptions about the future and engaging in actions in order to positively influence that
future. Planning is a necessary skill for successful leadership. From a leadership perspective, a key issue is the
extent to which a leader should formulate the plan as an individual undertaking and the extent to which he or
she should share the planning function with the members of his or her team. Empirical research and
organizational experience confirm that planning is almost invariably more effective if the leader shares the
planning function with the members of his or her team.
1.3 Teamwork
Teamwork entails working cooperatively as part of a group, and this includes managing team
conflicts. One person cannot do it all. The role of the leader is to build and nurture his or her team. An effective
leader should play a double role by also incorporating some of the elements of a follower. This means that he
or she should listen to and follow sound advice, both from members of the team and from external parties.
Moreover, he or she should fulfill the objectives and should implement the instructions that are provided to
him or her by higher levels of management. When each team member plays a positive role and makes a tangible
contribution, the results are likely to be more than satisfactory. Regardless of his or her position, each team
member has to work in harmony with his or her fellow team members and with the organizational hierarchy.
The leader ensures that no individual on the team has any doubts about his or her ability and about the group’s
ability to achieve the various goals. Leaders should instill the belief that the goals can be achieved beyond any
reasonable doubt.
1.4 Decision-making
A leader must be able to collect and analyze information, to understand events and phenomena as they
occur, to make decisions with confidence, and to take action based on those decisions. Making decisions too
quickly or too slowly will tend to interfere with leadership effectiveness. Decisions affect the quality and the
direction of any organization. Therefore, decisions should only be taken after careful consideration of the
evidence and of all relevant factors and scenarios. A leader is the person who “…is able to communicate, to
make sound decisions, and to get things done with and through people” [17].
1.5 Control
Controlling is the process of ensuring that all of the team’s energy is directed towards achieving the
collective goals. On the occasions when there is a decline in this level of energy, the leader’s role is to restore
it to its former intensity. There is a natural instinct for leaders to rely as much as possible on their team
members’ self-control or self-discipline. A better-managed and more cohesive team with competent and highly
motivated individual members will provide more scope for managers to engage in this kind of reliance.
1.6 Motivation
There exists a variety of ways to motivate people, including through such inducements as rewards
and/or punishments. Team members will individually and collectively perform to a higher standard if they are
motivated. An effective leader must understand the underlying needs of all human beings, as these form the
foundation for the idiosyncratic needs of each individual team member. In this regard, Abraham Maslow’s [18,
19] concept of a hierarchy of needs continues to offer valuable insight. He suggested that individual needs are
arranged in a hierarchy of priority, with the more foundational needs related to physical survival being
positioned at the bottom and with the non-vital but nonetheless important needs related to social interaction
and personal development (or “self-actualization”) being positioned near or at the top. The best leaders are able
to tap into and leverage this hierarchy of needs to motivate their team members to achieve goals that extend far
beyond their original expectations and even their original aspirations [20].
1.7 Evaluation
The ability to evaluate is a crucial skill that every leader should possess as this skill plays an
indispensable role in maintaining and improving organizational performance. Typically, an organization sets a
variety of goals and then works towards achieving them. This process will not result in the intended level of
development unless there is in place a performance-evaluation process and hence a basis for providing feedback
to the members of the team. Performance has to be judged against the standard of the organization’s objectives.
Team members need to know and understand their position in relation to the desired end results. Team
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performance should be evaluated on a constant basis because no team is perfect. Many are good, a few are very
good, and even fewer are excellent.
Many observers believe that leadership is a skill set that can be developed and nurtured in order to
ensure the effective accomplishment of tasks and objectives. Leadership is comprised of skills or competencies
that can be learned and developed [21,9,15]. No person is a natural-born leader; everyone can develop
leadership skills and everyone can benefit from their use. Leadership is more of an ability than a skill if one
improve their communication skills their ability to lead will improve. This study was conducted with the goal
of evaluating this distinction. The primary aim was to examine whether and to what extent a two-day leadership
program can improve students’ perceptions about leadership as a skill. Students’ perceptions are considered to
be a good source for collecting important information [22]. The following research questions were investigated
in this study:
1. How efficient is the training program in terms of developing university students’ appreciation of
leadership skills?
2. Does students’ appreciation of leadership skills differ according to their general area of specialization –
that is, arts (social sciences and/or humanities) versus sciences (natural sciences)?
3. Does students’ appreciation for leadership skills differ according to their participation in organized social
activities (participants versus non-participants)?
4. Does students’ appreciation of leadership skills differ according to their participation in leadership -
development activities (participants versus non-participants)?
5. Does students’ appreciation of leadership skills differ according to their training in leadership (previous
leadership training versus no previous leadership training)?
2. RESEARCH METHOD
2.1 Subjects
The sample consisted of 36 undergraduate students. Students were chosen at random after
approximately 246 students registered to participate in a two-day leadership-skills workshop that covered
communication, planning, teamwork, decision-making, control, motivation and evaluation. Only 36 students
were selected because this total is the specified capacity of the program. The program is implemented on an
annual basis within the University of Dammam with the objective of enhancing students’ leadership skills.
More specifically, the program is aimed at introducing students to the following: the characteristics of
successful and unsuccessful leaders; effective strategies and tactics to develop leadership skills; techniques to
build self-confidence; the importance and role of emotional intelligence and various techniques to develop it;
the creation of an inspiring vision of the future; leaders’ strategies and actions to motivate their followers to
achieve their vision; and leaders’ approaches to make effective use of their own efforts and those of their team
members through the implementation of the skills of prioritization, delegation, persuasion and decision-
making. The students were asked to respond to a survey before and after their participation in the program.
Table 1 shows the participating students’ distribution with respect to four important categories: area of
academic specialization, participation in organized social activities, the taking of leadership roles in school
activities and previous leadership-skills training.
Table 1. Detailed Overview the Study Sample
Categories of the Sample Variable Groups Number Percentage
Students’ area of
specialization
Sciences 20 56%
Arts 16 44%
Total 36 100%
Participation in
organized social
activities
Participants in organized social activities 17 47%
Non-participants in organized social activities 19 53%
Total 36 100%
Taking of leadership
roles in school activities
Participants in leadership roles 16 44%
Non-participants in leadership roles 20 56%
Total 36 100%
Leadership-skills
training
Previous leadership training 15 42%
No previous leadership training 21 58%
Total 36 100%
2.2 Instrument
The questionnaire in its preliminary form was reviewed by three education specialists who are also
interested in leadership development. Their objective was to assess the questionnaire in terms of general
wording and specifically in terms of the relationship of each word to each targeted skill. In addition, the survey
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was piloted in 2014 on a sample that consisted of 20 University of Dammam students and was found to be
reliable with a coefficient index of 0.72. The questionnaire was applied to them in order to assess their
understanding of the importance of leadership and their understanding of the various core leadership skills.
The level of consistency was calculated by specifying the correlation coefficient between each of the axes in
the questionnaire and the total degree. The result was as follows:
Table 2. Leadership Skill Correlation Coefficient
Leadership Skill Correlation Coefficient
Communication skills 0.787**
Planning skills 0.683**
Team-performance regulation
skills
0.861**
Decision-making skills 0.880**
Controlling skills 0.895**
Motivation skills 0.725**
Evaluation skills 0.784**
According to the data set out in Table 2, the correlation coefficients ranged from 0.63 to 0.90. The
Cronbach’s alpha coefficient was also calculated and was found to be 0.89, thus confirming the consistency of
the questionnaire.
3. RESULTS AND DISCUSSION
The results of this study indicate that the program in question significantly developed the participating
university students’ appreciation of leadership skills. The results support the provision of many workshops to
improve leadership skills and thus respond to the conclusion of the Ninth National Plan of Kingdom of Saudi
Arabia that graduates from higher-education institutions lack many soft skills in general and leadership skills
in particular. Table 1 shows the t-test results for the pre- and post-implementation of the leadership-skills
program. The overall findings indicate the significance of the difference between the students’ perceptions
before and after the delivery of the program, t(35) = 7.81, p < 0.05. The table also shows the results for each
leadership sub-skill, all of which have indicated significant differences.
Table 3. Pre and Post Statistics for the Application of the Leadership Skills Program
Leadership Skills
Pre-application Post-application
df t-value
Mean SD Mean SD
Communication skills 24.944 4.195 28.528 1.964 35 **6.114
Planning skills 23.833 5.051 28.722 1.951 35 **6.873
Team-performance
regulation skills
23.611 4.149 28.75 1.857 35 **8.856
Decision-making skills 24.556 4.312 28.028 3.038 35 **6.11
Controlling skills 23.806 5.126 28.139 3.261 35 **5.346
Motivation skills 23.944 5.697 29.056 1.723 35 **5.512
Evaluation skills 24.472 6.412 28.722 3.213 35 **3.720
All Skills 169.167 27.041 199.944 13.84 35 **7.81
The details for each of the leadership-skill questions pre and post the delivery of the program can be
seen in Appendix (A). The results for the first research question indicate that there were significant differences
in the students’ perceptions about leadership skills before and after their participation in the leadership-training
program. These results are consistent with those of [21, 9,15], in particular with the finding that leadership
skills or competencies can be learned and developed. The analyses set out hereunder examine whether this
significant difference is a function of students’ categorization into arts and science majors, participation in
organized social activities, participation in leadership activities and previous involvement in leadership
training.
All of the results of the t-test statistics show that there were no significant differences in the students’
perceptions based on their personal categorizations. In other words, the data indicate that the program
significantly develops student participants’ perceptions about leadership skills regardless of their area of
academic specialization, their participation in organized social activities, their involvement in leadership roles
or their previous leadership training (as shown in Tables 5-8).
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Table 4. Pre and Post Statistics for the Application of the Leadership Skills Program According to Area of
Academic Specialization (Arts versus Science)
Leadership Skills
Pre-application Post-application
df t-value
Mean SD Mean SD
Communication skills 28.45 2.282 28.625 1.544 34 -0.262
Planning skills 28.45 2.395 29.063 1.181 34 -0.934
Team-performance regulation
skills
28.8 1.963 28.688 1.778 34 0.178
Decision-making skills 28.15 2.961 27.875 3.222 34 0.266
Controlling skills 28.3 3.011 27.938 3.642 34 0.327
Motivation skills 28.3 1.455 28.75 2.017 34 0.95
Evaluation skills 29.1 2.49 28.25 3.975 34 0.784
All Skills 200.55 14.763 199.188 13.029 34 0.29
Table 5. Pre and Post Statistics for the Application of Leadership Skills Program According to Participation
in Organized Social Activities
Leadership Skills
Participants in in Organized
Social Activities (n=17)
Non-participants inin Organized
Social Activities (n=19) df t-value
Mean SD Mean SD
Communication skills 29 1.414 28.105 2.407 34 1.382
Planning skills 28.824 1.629 28.632 2.241 34 0.291
Team-performance regulation
skills
29.059 1.088 28.474 2.342 34 0.942
Decision-making skills 27.353 3.481 28.632 2.521 34 -1.272
Controlling skills 28.471 2.427 27.842 3.905 34 0.572
Motivation skills 29.177 1.551 28.947 1.9 34 0.393
Evaluation skills 28.294 3.885 29.105 2.514 34 -0.752
All Skills 200.177 12.249 199.737 15.459 34 0.094
Table 6. Pre and Post Statistics for the Application of the Leadership Skills Program According to Previous
Participation in Leadership Activities
Leadership Skills
Pre-application Post-application
df t-value
Mean SD Mean SD
Communication skills 28.875 1.628 28.25 2.197 34 0.948
Planning skills 28.813 1.87 28.65 2.059 34 0.245
Team-performance regulation skills 28.688 1.852 28.8 1.908 34 -0.178
Decision-making skills 28.688 1.957 27.5 3.649 34 1.172
Controlling skills 28.25 3.697 28.05 2.964 34 0.18
Motivation skills 29.188 1.797 28.95 1.701 34 0.406
Evaluation skills 29.438 0.727 28.15 4.221 34 1.202
All Skills 201.938 10.573 198.35 16.08 34 0.768
Table 7. Pre and Post Statistics for the Application of the Leadership Skills Program According to Previous
Leadership Training (Previous Leadership Training versus No Previous Leadership Training)
Leadership Skills
Previous Leadership
Skills Training (n=15)
No Previous Leadership
Skills Training (n=21) df t-value
Mean SD Mean SD
Communication skills 28.333 1.676 28.667 2.176 34 -0.497
Planning skills 28.6 1.595 28.81 2.205 34 -0.314
Team-performance regulation skills 28.8 1.897 28.714 1.875 34 0.135
Decision-making skills 27.733 2.815 28.238 3.239 34 -0.486
Controlling skills 27.533 3.889 28.571 2.749 34 -0.94
Motivation skills 28.933 1.981 29.143 1.558 34 -0.355
Evaluation skills 29.4 0.986 28.238 4.098 34 1.072
All Skills 199.333 11.721 200.381 15.445 34 -0.221
4. CONCLUSION
Leadership skills are indispensable to the development of Saudi Arabia. Without a full complement
of leadership skills, young university graduates are unable to navigate the complex and sometimes treacherous
waters of the age in which we live. It is effectively impossible to become a successful person if one lacks
leadership skills. The government of the Kingdom of Saudi Arabia has acknowledged that leadership is one of
the five domains of learning and is taking concrete steps to incorporate leadership training into the post-
secondary education system. The National Commission for Academic Accreditation and Assessment requires
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that all faculty members teach these skills to their students. Saudi Arabia’s universities have responded to this
call by assisting professors and instructors with the implementation of strategies and techniques for teaching
leadership. These institutions also offer an annual leadership-training workshop to selected students in order to
reinforce the importance of acquiring and using leadership skills.
The results of this study confirm the fact that the above-described leadership-development program
changes students’ perceptions about leadership and leadership skills. The importance of leadership skills is
acknowledged when they are implemented by the participating students, regardless of their field of academic
specialization and regardless of their previous leadership experience. The teaching of soft skills including
leadership skills is no longer a matter of choice. It is a compulsory undertaking that runs through all areas of
instruction. Professors and instructors should pay close attention to these skills and should try to integrate them
into all of their academic programs in order to enable graduates to effectively respond to twenty-first century
challenges, both in the workplace and in the global community.
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Appendix (A)
Table 8. Pre and Post Statistics for the Application of the Leadership Skills Program Compared to the the
Axis of Communication Skills
No. Leadership Skill
Pre-training Post-training
Mean Percentage Mean Percentage
1 Understands fellow team members’
thoughts and feelings
3.92 78% 4.86 97%
2 Has effective communication skills 4.28 86% 4.75 95%
3 Manages meetings effectively 4.11 82% 4.75 95%
4 Uses various communication means in a
creative way
4.03 81% 4.72 94%
5 Exhibits the attitude that he or she
demands from team members
4.28 86% 4.64 93%
6 Motivates team members towards
accomplishing tasks
4.33 87% 4.81 96%
Total Mean 4.16 83% 4.75 95%
Table 9. Pre and Post Statistics for the Application of the Leadership Skills Program Concerning the Axis of
Developing Planning Skills
No. Leadership Skill
Pre-training Post-training
Mean Percentage Mean Percentage
1 Frames work goals in a clear manner 4.11 82% 4.81 96%
2 Specifies accurately the necessary means
and tools to accomplish the specified work
4.08 82% 4.86 97%
3 Adjusts the action plan in a flexible manner
according to the nature of the required work
4.06 81% 4.78 96%
4 Displays the ability to formulate alternative
plans in the event of an emergency
3.67 73% 4.58 92%
5 Divides the work into subsidiary missions 4.11 82% 4.83 97%
6 Situates the time plan adequately to
accomplish team missions
3.81 76% 4.86 97%
Total Mean 3.97 79% 4.79 96%
Table 10. Pre and Post Statistics for the Application of the Leadership Skills Program Concerning the Axis of
Monitoring Team Members’ Performance
No. Leadership Skill
Pre-training Post-training
Mean Percentage Mean Percentage
1 Determines the rights and responsibilities of each member of
the team
3.08 62% 4.75 95%
2 Directs each team member to work that is compatible with his
or her abilities
4.11 82% 4.81 96%
3 Frames clear standards of performance for the team members
and for the team in general 4.06 81% 4.78 96%
4 Monitors any improper behaviour of team members 3.81 76% 4.67 93%
5 Adjusts the course of action in order to take into account any
clear disruption to the team’s activities 4.22 84% 4.83 97%
6 Reinforces the team’s behaviour according their
accomplishment
4.33 87% 4.92 98%
Total Mean 3.93 79% 4.79 96%
Table 11. Pre and Post Statistics for the Application of the Leadership Skills Program Concerning the Axis of
Monitoring Team Members’ Performance
No. Leadership Skill
Pre-training Post-training
Mean Percentage Mean Percentage
1 Frames decisions in a clear and specific
manner
3.97 79% 4.75 95%
2 Chooses the right time to make a decision 4 80% 4.67 93%
3 Has strong arguments and proofs that
justify his or her decision-making
3.94 79% 4.69 94%
4 Able to foresee possible difficulties and
risks during decision implementation
4.03 81% 4.61 92%
5 Takes responsibility for the decisions that
he or she makes
4.22 84% 4.53 91%
6 Ensures the team members’ commitment in
implementing decisions
4.39 88% 4.78 96%
Total Mean 4.09 82% 4.67 93%
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261
Table 12. Pre and Post Statistics for the Application of the Leadership Skills Program Concerning Correcting
Skills Axis
No. Leadership Skill
Pre-training Post-training
Mean Percentage Mean Percentage
1 Sets clear evaluation standards for the
subsidiary missions in an accurate way
4 80% 4.64 93%
2 Balances the performance standards of
members and groups within the team
3.86 77% 4.75 95%
3 Includes development plans for team
performance according to the evaluation
of results
3.94 79% 4.72 94%
4 Analyzes the team’s abilities accurately 4 80% 4.67 93%
5 Balances quantitative and qualitative
standards to ensure the accomplishment of
the team’s goals
3.92 78% 4.61 92%
6 Establishes links between the team
members’ performance evaluation and
their special abilities
4.08 82% 4.75 95%
Total Mean 3.97 79% 4.69 94%
Table 13. Pre and Post Statistics for the Application of the Leadership Skills Program Concerning Directive
Skills
No. Leadership Skill
Pre-training Post-training
Mean Percentage Mean Percentage
1 Has the ability to point out the
psychological and spiritual sides of the
team
3.78 76% 4.81 96%
2 Cares about problems that could affect
team members negatively
4.06 81% 4.89 98%
3 Is keen to maintain constant awareness
of the team in order to avoid
performance deficiencies
4.19 84% 4.89 98%
4 Allocates time to direct unsupervised
team members
3.86 77% 4.86 9%
5 Directs team members with special
abilities towards tasks that build on
their areas of strength
4.11 82% 4.81 96%
6 Holds general directive sessions for the
team members according to the
required tasks
3.94 79% 4.81 96%
Total Mean 3.99 80% 4.84 97%
Table 14. Pre and Post Statistics for the Application of the Leadership Skills Program Concerning Investing
in the Abilities and Resources Axis
No. Leadership Skill
Pre-training Post-training
Mean Percentage Mean Percentage
1 Invests in the resources and abilities of team
members to determine the best possible
achievement
4 80% 4.75 95%
2 Directs team members to work that is
compatible with their abilities and preferences
4.25 85% 4.83 97%
3 Specifies the strategies that need less time and
effort to implement the required tasks
4.08 82% 4.72 94%
4 Is keen to invest the budget in a way that
serves the achievement of team goals
4.19 84% 4.75 95%
5 Has the ability to maintain the interest of team
members during the execution of their required
tasks
4.06 81% 4.72 94%
6 Benefits from previous experiences in
supporting the team in future tasks
3.89 78% 4.94 99%
Total Mean 4.08 82% 4.79 96%