دانلود رایگان مقاله انگلیسی هوش معنوی: رفتن به فراتر از IQ و EQ برای توسعه رهبران انعطاف پذیر - وایلی 2017

University-based leadership development programs have long included a focus on human intelligence and emotional intelligence to foster subject and relationship competence, respectively. In response to the need to develop leaders with a strong sense of individual purpose, vision, and values who can meet the challenges of a volatile business environment, spiritual intelligence, a measure of inner resilience, is being added to executive training curricula. All three elements were addressed in a four-year leadership development program conducted through the University of Alberta for the Alberta Heath Services and the Royal Canadian Mounted Police. The results of post-program self-assessments and 360-degree evaluations of the 160 program participants highlight the value of this three-tier training method in molding a new generation of resilient leaders. © 2017 Wiley Periodicals, Inc.

The Evolution of University-Based Leadership Development Programs

Recent executive education programs designed for the Alberta Health Services (AHS) and the Royal Canadian Mounted Police (RCMP) and presented through the University of Alberta’s School of Business Executive Education highlight the way leadership development is currently being designed to address SQ along with IQ and EQ. AHS is the provincial health-care provider for the province of Alberta, Canada. With more than 100,000 employees, 106 hospitals, and a budget of CAD$14 billion, AHS is also the biggest line item expense within the Alberta provincial budget. Since changes in the health-care field demanded transformative, resilient leaders, AHS sought to create a leadership program and culture based on the Canadian College of Health Leaders’ LEADS framework: Lead self, Engage others, Achieve results, Develop coalition, and Systems transformation (www.lead scanada.net). In addition to classroom discussions, the AHS leadership development program included coaching and action learning project components in which participants worked in groups to address a challenge within the organization, such as deciding whether they could expand the schedule for discharging patients and empowering front-line nurses to make more decisions. The participants were AHS senior leaders who had the potential to become part of the organization’s C-suite within the next five to 10 years.