A Review of Leadership Theory and Competency Frameworks

This report presents a review of leadership theory and competency frameworks that was commissioned to assist the development of the new National Occupational Standards in Management and Leadership. The report begins with a review of leadership theories and tracks their evolution over the past 70 years from the “great man” notion of heroic leaders, through trait theories, behaviourist theories, situational leadership, contingency theory and on to transactional and transformational leadership. Each of these offers some insights into the qualities of successful leaders, but there has been a shift in focus from the generic characteristics and behaviours of the individual to a recognition of the importance of responding to different situations and contexts and the leaders’ role in relation to followers. The review concludes with an introduction to the notion of “dispersed leadership” and a distinction between the process of “leadership” and the socially-constructed role of “leader”. The next section, on Leadership Models and Competency Frameworks, presents a range of leadership and management frameworks currently being used in organisations. These define the qualities required of people in leadership positions and help to inform the leadership development process. Seven private-sector, nine public sector and eight generic frameworks are discussed and web links to the full models included where available. The following section gives a brief overview of a selection of leadership development initiatives both associated with, and as alternatives to, a leadership competencies framework. The aim of this is to give an indication of how different techniques can be used to develop leadership capability within individuals and organisations and how this relates to the underlying philosophy of the programme. The section on Providing Governance, describes the key legal and ethical responsibilities of Directors and an indication of the kinds of skills, behaviours and values required to achieve these. The report concludes with a discussion of the competency framework approach to leadership and leadership development and a proposal as to alternative ways of addressing these issues. It is concluded that whilst this approach has its strengths, it leads to a particularly individualistic notion of leadership and a relatively prescribed approach to leadership development. The changing nature of work and society, it is argued, may demand new approaches that encourage a more collective and emergent view of leadership and leadership development and of sharing the role of “leader” more widely within organisations.Chase Consulting; Management Standards Centr

Uncharted Waters: Treating Trauma Symptoms in the Context of Early Psychosis.

Psychosis is conceptualized in a neurodevelopmental vulnerability-stress framework, and childhood trauma is one environmental factor that can lead to psychotic symptoms and the development of psychotic disorders. Higher rates of trauma are associated with higher psychosis risk and greater symptom frequency and severity, resulting in increased hospitalization rates and demand on outpatient primary care and mental health services. Despite an estimated 70% of individuals in the early stages of psychosis reporting a history of experiencing traumatic events, trauma effects (post-traumatic anxiety or depressive symptoms) are often overlooked in psychosis treatment and current interventions typically do not target commonly comorbid post-traumatic stress symptoms. We presented a protocol for Trauma-Integrated Cognitive Behavioral Therapy for Psychosis (TI-CBTp), an approach to treating post-traumatic stress symptoms in the context of early psychosis care. We provided a brief summary of TI-CBTp as implemented in the context of Coordinated Specialty Care and presented preliminary data supporting the use of TI-CBTp in early psychosis care. The preliminary results suggest that individuals with comorbid psychosis and post-traumatic stress symptoms can be appropriately and safely treated using TI-CBTp within Coordinated Specialty Care

Long-term safety and efficacy of trifarotene 50 μg/g cream, a first-in-class RAR-γ selective topical retinoid, in patients with moderate facial and truncal acne.

BackgroundTreatment for both facial and truncal acne has not sufficiently been studied.ObjectivesTo evaluate the long-term safety and efficacy of trifarotene in both facial and truncal acne.MethodsIn a multicentre, open-label, 52-week study, patients with moderate facial and truncal acne received trifarotene 50 μg/g cream (trifarotene). Assessments included local tolerability, safety, investigator and physician's global assessments (IGA, PGA) and quality of life (QOL). A validated QOL questionnaire was completed by the patient at Baseline, Week 12, 26 and 52/ET.ResultsOf 453 patients enrolled, 342 (75.5%) completed the study. Trifarotene-related treatment-emergent adverse events (TEAEs) were reported in 12.6% of patients, and none was serious. Most related TEAEs were cutaneous and occurred during the first 3 months. Signs and symptoms of local tolerability were mostly mild or moderate and severe signs, and symptoms were reported for 2.2% to 7.1% of patients for the face and 2.5% to 5.4% for the trunk. Local irritation increased during the first week of treatment on the face and up to Weeks 2 to 4 on the trunk with both decreasing thereafter. At Week 12, IGA and PGA success rates were 26.6% and 38.6%, respectively. Success rates increased to 65.1% and 66.9%, respectively at Week 52. Overall success (both IGA and PGA success in the same patient) was 57.9% at Week 52. At Week 52 visit, 92/171 (53.8%) patients who had completed their assessments had scores from 0 to 1 (i.e. no effect of acne on their QOL) vs. 47/208 (22.6%) patients at Baseline visit.ConclusionIn this 52-week study, trifarotene was safe, well tolerated and effective in moderate facial and truncal acne

The illusion of competency versus the desirability of expertise: Seeking a common standard for support professions in sport

In this paper we examine and challenge the competency-based models which currently dominate accreditation and development systems in sport support disciplines, largely the sciences and coaching. Through consideration of exemplar shortcomings, the limitations of competency-based systems are presented as failing to cater for the complexity of decision making and the need for proactive experimentation essential to effective practice. To provide a better fit with the challenges of the various disciplines in their work with performers, an alternative approach is presented which focuses on the promotion, evaluation and elaboration of expertise. Such an approach resonates with important characteristics of professions, whilst also providing for the essential ‘shades of grey’ inherent in work with human participants. Key differences between the approaches are considered through exemplars of evaluation processes. The expertise-focused method, although inherently more complex, is seen as offering a less ambiguous and more positive route, both through more accurate representation of essential professional competence and through facilitation of future growth in proficiency and evolution of expertise in practice. Examples from the literature are also presented, offering further support for the practicalities of this approach

Improvements in Acne and Skin Oiliness with Tazarotene 0.045% Lotion in Patients with Oily Skin

BACKGROUND: Excessive sebum production is a factor in acne development. Tazarotene 0.045% lotion has demonstrated reductions in acne lesions and acne-induced sequalae. OBJECTIVE: Evaluate efficacy, changes in skin oiliness, and safety with tazarotene 0.045% lotion in participants with moderate-to-severe acne and oily skin. METHODS: In two phase 3, double-blind, 12-week studies (NCT03168321; NCT03168334), participants aged ≥9 years with moderate-to-severe acne were randomized 1:1 to once-daily tazarotene 0.045% lotion or vehicle lotion (N = 1,614). This pooled, post hoc analysis included only participants self-categorized with oily skin at baseline on the Acne Quality of Life questionnaire item 19 (scores: 0 [extremely oily] to 6 [not at all oily]). Inflammatory/noninflammatory lesion counts, treatment success, skin oiliness, treatment-emergent adverse events (TEAEs), and cutaneous safety/tolerability were evaluated. RESULTS: In all participants with oily skin (n = 793), tazarotene provided greater reductions in inflammatory/noninflammatory lesions (P \u3c 0.001, both) and greater treatment success rates versus vehicle (P \u3c 0.01) at week 12. Over two-thirds of polymeric lotion-treated participants had subjective skin oiliness reductions by week 12, with around a third reporting \u27low/not\u27 oily skin. Tazarotene TEAE rates were similar to the overall population. CONCLUSION: Once-daily treatment with tazarotene 0.045% polymeric emulsion lotion may help improve patient-perceived skin oiliness in those with moderate-to-severe acne

Exploring leadership in multi-sectoral partnerships

This article explores some critical aspects of leadership in the context of multi-sectoral partnerships. It focuses on leadership in practice and asks the question, `How do managers experience and perceive leadership in such partnerships?' The study contributes to the debate on whether leadership in a multi-sectoral partnership context differs from that within a single organization. It is based on the accounts of practising managers working in complex partnerships. The article highlights a number of leadership challenges faced by those working in multi-sectoral partnerships. Partnership practitioners were clear that leadership in partnerships was more complex than in single organizations. However, it was more difficult for them to agree a consensus on the essential nature of leadership in partnership. We suggest that a first-, second- and third-person approach might be a way of better interpreting leadership in the context of partnerships

Leading school networks, hybrid leadership in action?

A range of different constructs are used to describe and define the way that leadership operates in education settings. This range can be presented as binary categories of leadership, in which either one, or the other form of leadership is preferred, but not both. An example of this is the contrast made between solo and distributed leadership. A more sophisticated alternative has been proposed, which is to consider leadership as a hybrid activity, one which entails a range of approaches inspired by varying ideals. Taking this ‘hybrid’ notion of leadership this article explores the nature of leadership in networks of schools. Illustrated with data from three case studies of school networks this article highlights some of the issues and tensions in the enactment of the hybrid forms of leadership encountered in these networks. This article concludes with some reflections on the adoption of hybrid notions of leadership in researching and enacting educational leadership and specifically on the place of school networks in that consideration