Leaders

Key Words: reduce crime, help vulnerable populations

Explanation:
A safety plan implemented in the UK to make streets safer.

Abstract:
The Beating Crime Plan is an initiative being implemented to address issues of illegal drug usage and alcohol. Leaders of this measure want to keep offenders off the streets. This plan intends to ultimately tackle burglaries and violent crimes. Public was made aware of these initiatives for awareness and to garner support.

Key Words:

Explanation:
This site provides an overview of different security measures being used in the UK that are specifically also changing with the digital environment.

Abstract:
With a quickly changing internet world, it is in many ways more difficult to go after criminals, protect vulnerable populations, and reduce any sort of crime. In the UK, police expectations are changing in order to establish a greater presence online, making the internet a safer place.

Key Words: inclusion, people with disabilities, online

Explanation:
Reducing social isolation in five nations – Germany, Hungary, Poland, Serbia, and Ukraine – through athletics.

Abstract:
These five countries participated in an inclusive Special Olympics, where participants either had or did not have intellectual disabilities. The outcome of this in-person engagement shows four themes: “the personal development of athletes and partners; (2) the creation of inclusive and equal bonds; (3) the promotion of positive perceptions of athletes; (4) building alliances within local communities.”

Key Words: tactics, online leadership

Explanation:
Exploring virtual leaders’ essential skills during a virtual learning era.

Abstract:
It is vital that virtual leaders work to create a work environment of collaboration, trust, and communication amongst their virtual ram members. Virtual support can take the form of leaders’ emotional intelligence, their ability to foster trust, communication skills, as well as their attention to economic and talent management. Emotional intelligence in particular becomes essential in times of conflict; appropriate use of communication channels can quickly resolve disruptions and EI also cultivates a comfortable environment for those who are more quiet. There are various transformational leadership subtypes that consider way to engage customers as well in the organization’s performance for its strengthening. Virtual leaders are encouraged to be innovative and broaden their range of communication technology, such as by using Zoom, blog, Wiki, and more to increase employee engagement and creativity, and to increase employees’ comfort with up-and-coming technology.

Key Words: tactics, online leadership

Explanation:
Exploring leaders’ abilities to be effective in an age of technological advancements.

Abstract:
As there is increasingly more technological globalization around the world, team leaders are tasked with the responsibility to acquire/develop their networking skills online. This means opening their boundaries, connecting with individuals in other industries, and using social media. Inspirational leaders are considered those who also help create trust among their employees. For top tier leadership abilities, it becomes necessary that those in higher-up positions can utilize both manual and digital abilities in order to communicate, bridge the geographical gap between customers and employees, foster a proactive attitude, and work quickly for problem-solving.

Key Words: reducing online radicalization

Explanation:
In this article, it is noted that to reduce online Islamic extremism, it is necessary to empower and amplify credible Muslim American voices.

Abstract:
This article calls for Muslim Americans’ voices to counter Islamic extremists online. The researchers find that having a Muslim American as the voice that challenges extremists can be more impactful, because of the sense of shared faith, tradition, and culture. The credibility and authenticity of American Muslims’ voices to counter false narratives online can pave pathways toward building religious tolerance.

Key Words: technology, promote leadership, diverse communities

Explanation: Assessing the effect of inclusive leadership on the climate of diverse human resources and management teams.

Abstract:
The results of this study indicate that an increase in team diversity presents stronger intergroup biases with a need to minimize inclusive leadership, and, that when there is low team diversity, there are no significant effects of inclusive leadership. Inclusive leadership has the power to facilitate a safe environment, authenticate diverse voices and shed light on different beliefs and perspectives. In assessing the two perspectives – information and decision making (listening to diverse voices) and social identity and categorization – researchers abided by conceptualizations of belongingness and validation, and particularly ingroup/outgroup/social and group identities.

Aim of Intervention

“aims to combat racism and discrimination in their online expression of hate speech by equipping young people and youth organizations with the competences necessary to recognize and act against such human rights violations.”

Length of Project

Run between 2012-2014

• 2012: a preparatory / consultative meeting Jan. 2012 – several proposals for the development of content and form of the project

○ Training Course for young bloggers

○ Online survey on hate speech perception of young people

○ Specialist seminar and campaign launch

○ Seminar on hate speech and human rights

○ Study sessions

• 2013: a European conference to take stock of results and consider measures for follow-up

○ Training course for young bloggers

○ National seminars – in cooperation with youth NGOs and governments

○ Study sessions at the European Youth Centres

○ Conference of all actors in the project

○ Evaluation

• 2014: inclusion of policy guidelines

Offline or Online Problem

Online and offline activities

Who is Behind this

Initiated by the Advisory Council on Youth, and endorsed by the Joint Council

How does the Project Work

• “places young people and youth organisations at the core of action and initiative. It consists of a series of activities in online and offline space that complement and intertwine.”

• Components include:

○ Online survey

○ Training courses for online activists and bloggers

○ Study sessions

○ National seminars

○ Specialist seminars

○ Youth media campaign

○ Educational tools and materials

○ A campaign conference

Stages and Evaluative Measurements

The campaign conference is a final component in which “all the stakeholders and participants in the project will be held in late 2013. The conference will look at the overall achievements of the project and 6 will focus on making policy guidelines proposals and ways to further the action of youth sector on the topic.”

What Works / Doesn’t Work?

Online and offline collaborative work

Advantage of Intervention

• Lots of check-in points

• Very educational

What we Learn

• Youth are very highly impacted by online hate which then creates a greater urge for more democratic governance of the internet

What we can Generalize

• With the right tools and support, youth are capable of fighting racism and discrimination in online settings

Aim of Intervention

“a flagship program of the International Foundation for Electoral Systems (IFES), works to empower women with the skills and knowledge to participate and take on leadership roles in political and electoral processes through a series of beginner, intermediate and advanced trainings”

Length of Project

Each training program varies
– i.e., the intermediary is five sessions long

Offline or Online Problem

Offline program, does recruitment online as well, has online publications

Who is Behind this

• The International Foundation for Electoral Systems

• “‘She Leads’ was developed through the generous support of the United States Agency for International Development, the United Kingdom’s Department for International Development, Australia’s Department for Foreign Affairs and Trade and Switzerland’s Agency for Development and Cooperation

• Katie Ryan is the lead author of the program with other individuals’ contributions

How does the Project Work

Each program is tailored to the cultural and contextual needs of the country, and reflects lessons learned from successful "She Leads" alumnae.

• Assignments between trainings

• Women in these training programs also get to take part in a public campaign “and photo petition to highlight the lack of women’s representation at all levels of decision-making and is calling upon various stakeholders to take positive actions to address this.”

Training Levels

• Beginner

• “In the beginner-level training, women gain technical knowledge on topics such as ‘Getting Involved in the Electoral Process,’ ‘Women’s Leadership’ and ‘Gender Equality.’ Thus far, the beginner trainings have been adapted as a young women’s training and IFES is currently assessing the possibility of conducting She Leads with women living in former conflict areas.”

• Intermediary

• “The intermediary curriculum is a five-day course offering greater insight on technical topics such as ‘Ethical Leadership’ and ‘Power Mapping’ and develop additional leadership skills including strategic questioning and working with the media.“

• Advanced

• “Bringing together alumnae who have completed intermediary trainings, participants in the advanced training will partake in a multi-day course providing advanced technical training and leadership skills capacity-building such as ‘Personal Action Planning,’ ‘Overcoming Objections’ and ‘Advocacy’

Stages and Evaluative Measurements

• “has trained over 7500 women in eight countries and continues to expand.”

• “alumnae have developed formal and informal personal networks, increased their self-confidence and taken on leadership roles to advance women’s political participation.”

• “2,600+ women trained under She Leads [take] on political and electoral leadership roles.”

• “30+ minority groups empowered through the She Leads program.”

• “In Indonesia the only two women selected as national election commissioners were She Leads alumnae.”

• “55+ of She Leads alumnae were elected to local office in Sri Lanka in 2018.”

• “100,000+ people reached through She Leads alumnae led voter education initiatives in Myanmar in 2015.”

What Works / Doesn’t Work?

• W: different training levels are offered,

• DW: it is hard for female leadership to be spotlighted in this way in countries / areas that are dangerous for women and severely patriarchal

Advantage of Intervention

• Helps women from underserved communities become more confident in leadership skills and start their own empowerment initiatives

• Shows women their capabilities

What we Learn

• Many women want to take on leadership roles but don’t know how to & don’t have the proper encouragement

• Many people have similar visions for their developing countries and do not realize it until they engage in discussions

What we can Generalize

• Females in leadership positions is a statistically low percentage

• Leadership programs foster confidence in woman who otherwise feel discouraged to pursue leadership roles in their underserved communities

Aim of Intervention (copied and pasted):

• Generating and sharing ideas and evidence
• Offering rigorous analysis and independent challenge
• Bringing people to discuss, share, and learn
• Supporting and developing people, teams, and organisations
• Helping people to make sense of the health and care system ”

Online or Offline Problem
Both – in person and virtual conferences, online events for discussions

Length of Project
Depends on the course – some include online and in-person engagements – each has their own start date
• Clinical Leadership Programs include three different course options – two courses are three modules long and one course is four modules long, all addressing different topics in the clinical field
• Personal and Team Leadership Programs – five course options (some last a few days, others a few weeks, or some are a few modules long). Themes include self-awareness, compassion, kindness, personal impact and influence, etc.
• System Leadership – four courses and most are four or five modules long. One lasts a week. Covers topics including managerial issues, leadership within organizations, etc.
• Organizational Development – one course that is three modules long. Themes regarding organizational development and its connection to building up resilience.

Who is Behind this
Course directors include:
• Durka Dougall
• Sally Hulks
• Matthew Rice
• Nicola Walsh
• Deborah Homa
• Mandip Randhawa
• Allison Trimble

Stages / Evaluative Measurements
• Review of available literature and data related to issue
• Analysis of organization’s website
• Engage with associated people to explore the issues
• Interviews and workshops done – patients and the public, and staff too
• Draw together findings into a final report

Advantages of Intervention

• There’s a credibility section that includes “independent research and analysis on health and social care” as well as press releases.
• Online components are cost-effective for travel and accommodations
• Have an entire page dedicated to their projects * (separate documents)

What works / does not work:
• W: newsletter, many different ways to connect via social media
• DW: In person events require payment, online do not

Aim of Intervention
“To generate knowledge about the positive deviant practices and behaviours of high performing schools [specific to Laos – a country in Asia]. It also seeks to unravel practical lessons about ‘what works’ and how to scale grassroots solutions for national policymakers and the broader international community of education stakeholders.”


Online or Offline Problem
Research is online, evidence and results are to affect offline spaces (i.e., classrooms / educational spaces)

Who is Behind This
Renaud Comba
(a policy brief in partnership with UNICEF)

Stages and Evaluative Measurements
(contacting author)

Advantage of Intervention

It is entirely based on data and not based on inferences

What we Learn
• “Highly effective schools are twice as likely to have a female principal than average and low effective schools.”
• “Principals in highly effective schools emphasize teacher support and collaboration.”
• “Principals and teachers in highly effective schools give more feedback to parents on student assessments and progress.”
• “Effective principals foster trust, respect, and innovation within their schools.”

What we can Generalize
Families and teachers need to cooperate for the greater good of students’ potential
Schools with female leadership show more student success – even though female rep. is extremely low
Collaborative learning cultures are beneficial for all levels of an academic hierarchy