A Model for Ongoing Leadership Development in Evangelical Generation Z Ministry Leaders

The purpose of this grounded theory study was to explore the leadership preparedness and biblical worldview of Generation Z (Gen Z) Christian ministry leaders to inform the formation of a theoretical model for ongoing leadership development. Participants (N=7) were paid senior ministry leaders of Assembly of God churches in the Midwest region who were involved in the hiring process and ongoing development of paid Gen Z ministry leaders. Additional participants included ministry leaders who fell within the defined years of the Generation Z cohort (1995-2010) and who had been employed by the church for a minimum of six months (N=10). Data were collected through observations and both structured and unstructured interviews. Data analysis was conducted by using the Strauss and Corbin (2015) data analysis protocol. The model generated from this study utilized the Hrivnak, Jr. et al. (2009) theoretical framework for leadership development as a starting point for targeting key development needs specific to Gen Z ministry leaders. The model reflects the important components of ongoing leadership development that were expressed by participants as needing additional growth. These areas included spiritual formation, leadership skills, interpersonal skills, and organizational skills. Research showed that Gen Z leaders primarily manifested unpreparedness for leadership through spiritual stagnation, struggles in navigating the human aspects of the job, and failure to capture the big picture of the church as an interconnected and living organism. This new model for ongoing Gen Z leadership development suggests important implications and applications for stakeholders committed to investing in their ongoing development

Gen Z Digital Leadership through Social Media

Born within specific timeframes, typically five to ten years, individuals form distinct generational cohorts that share everyday experiences and traits influenced by the technology that evolves during their formative years. Generation Z, encompassing those born between 1996 and 2006, navigated their childhood, adolescence, and young adulthood with the companionship of smartphones, tablets, social media, online gaming, and various digital interaction platforms. This exploration into Generation Z digital leadership through social media using qualitative methods with netnography and literature review illuminates the dynamic interplay between generational disparities and the evolving digital landscape. New findings underline that if leadership goals and purposes are explicit, Gen Z leaders' disclosures may be perceived as fair by followers, enhancing interaction quality and shaping follower perceptions positively. Social media possesses the potential to bridge gaps, serving as a powerful tool for fostering cohesion and connectivity for Generation Z within a broader range of social contexts. This study found that initiative and high impact are among the main characteristics of Gen Z digital leaders who prefer online over offline discussions. The development and expression of social media consist of personal growth, learning new things, and developing skills and voice. Gen Z digital leaders are found to use social media in various contexts, such as fostering collaboration, building networks, and inspiring action. Gen Z also face challenges while using social media, as they are faced with passivity and communication failure. At the same time, they are blessed with opportunities such as amplifying underrepresented voices, impacting, influencing others, and even inspiring action. Supporting and integrating Gen Z digital leadership skills in practices means knowing the cohort closely, fostering digital literacy in senior generations that work together with them, understanding personal strength, and creating opportunities in the leadership area with safe online environments

From Leadership to Innovation: Managing Employee Creativity

This study focuses on innovation by individual employees. This study aimed to measure the effect of leadership autonomy support (LAS) on individual innovative behavior (IIB) of MSMEs' employees in Banten which are mediated by individual creativity (IC). The data collection was done by simple random sampling of the employees of five MSMEs in Banten. The returned and valid questionnaire results were 97 samples. Data processing was used SEM method with SmartPLS 3.0 software. The results of this study concluded that leadership autonomy support has a positive and significant effect on individual innovative behavior, both directly and indirectly through mediating individual creativity. This new research proposed a model for building individual innovative behavior among the MSMEs' employees in Banten through enhancing leadership autonomy support with individual creativity as a mediator. This research could pave the way to improve employee readiness in facing the era of industrial revolution 4.0

The Self-Esteem of Generation Z As Leaders: A Study on The Student Council Board for the 2022/2023 School Year at SMA 1 Rejang Lebong

Self-esteem or good self-esteem is important for a leader.  This study aims to determine the self-esteem of the student council board of SMA N 1 Rejang Lebong for the 2022/2023 period who is Generation Z. This study was conducted by providing a self-esteem instrument consisting of 40 questions used to reveal the level of valuable or worthless self-assessment seen in general, personal and social. After being given, the instrument is processed manually which begins with checking, sorting answer sheets, correcting according to norms, and printing results individually or in groups. The results showed that the self-esteem of the student council board of SMA N 1 Rejang Lebong for the 2022/2023 period was included in the medium category as much as 64.8%. This shows that the self-esteem of student council administrators must still be strengthened through leadership development, such as internships, training, or mentorship. They also need to strengthen their self-belief, learn from experiences, and seek support from people who trust and support them

Fostering a Mentoring Environment

This proposal to foster a mentoring environment by employing teams to supervise and mentor interns may reflect what, in reality, often happens as a student becomes part of a congregation or ministry. Making this explicit will allow for intentional training and equipping of these mentoring teams as a component in the field education program. It will also affirm the truth that the people of God have an important role in the formation of persons for ministry. In a covenantal understanding it will even mean the joyful and satisfying keeping of promises

Effective strategies for empowerment of experts staff in health deputy of Shahrekord University of Medical Sciences, Iran, 2005

چکیده: زمینه و هدف: کارکنان، گرانبهاترین سرمایه یک سازمان هستند. تحول و پویایی هر سازمان، به میزان توانمندی نیروی انسانی آن سازمان بستگی دارد. این پژوهش با هدف شناسایی و اولویت‌بندی راهکارهای مؤثر در توانمندسازی کارشناسان حوزه معاونت بهداشتی دانشگاه علوم پزشکی شهرکرد انجام شد. روش بررسی: در یک مطالعه توصیفی - تحلیلی، در سال 1384، کلیه کارشناسان شاغل در ستادهای مرکز بهداشت استان و شبکه های بهداشت و درمان شهرستانهای تابعه استان (حدود 210 نفر) تحت مطالعه قرار گرفتند. ابزار اندازه گیری در این پژوهش پرسش‌نامه محقق ساخته بود. پرسش‌نامه پیمایش نیاز سنجی بر مبنای مقیاس لیکرت تهیه شد که شامل 60 سؤال بود. پس از جمع آوری اطلاعات و تایید مناسب بودن تحلیل عاملی توسط آزمون های بارتلت و کفایت نمونه (KMO)، تحلیل عاملی انجام و از میان 60 متغیر پنج عامل انتخاب گردید. به منظور تفسیر عوامل از روش چرخاندن واریماکس استفاده گردید. یافته ها: راهکارهای پنج گانه توانمندسازی به ترتیب آزادی عمل (راهکار اول) 25/42، مدیریت مؤثر منابع انسانی (راهکار دوم) 99/5، عامل انگیزش (راهکار سوم) 07/5، خود مدیریتی (راهکار چهارم) 71/3 و ارتقاء یادگیری سازمانی (راهکار پنجم) 84/2 از کل واریانس را به خود اختصاص دادند. نتایج بررسی و آزمون سؤال فرعی نشان داد که بین نظرات کارشناسان در مورد راهکار پنجم توانمندسازی ارتقاء یادگیری سازمانی و محل کار (01/0