PLoS Study: Person-centred Leadership Programme Evaluation

According to PLOS One (published July 22, 2026), a six-month person-centred leadership programme was experienced by participants to foster three development tracks: self-leadership, team-leadership, and workforce development.

• The programme admitted 80 leaders in 2022, according to PLOS One (2026), and used blended learning with workplace assignments.
• The study interviewed 13 participants between 27/01/2023 and 16/03/2023, with interviews lasting a mean of 52 minutes, as reported in PLOS One (2026).
• The PLOS One (2026) analysis identified three visions (Live as you learn, Strive for equal relations, and Enable co-creation) broken into nine sub-categories that describe concrete leadership behaviours.
• A participant in the study said, “You get the chance to pause and reflect in a way that you don’t usually do” (study participant, Interview 10), quoted in PLOS One (2026).

Answer: The PLOS One study evaluated how leaders experienced changes after participating in a six-month person-centred leadership programme by collecting first-person interview data and applying conventional content analysis.

According to PLOS One (published July 22, 2026), the University of Gothenburg Centre for Person-Centred Care and the Swedish Association of Health Professionals delivered the six-module programme to 80 admitted leaders in 2022.

According to PLOS One (2026), the researchers purposefully sampled 13 programme completers and conducted individual digital interviews between 27/01/2023 and 16/03/2023 that lasted 40–65 minutes (mean 52 minutes).

According to PLOS One (2026), transcripts were analysed using conventional content analysis with an interpretative step linking categories to an overarching theme across three analytical tracks: self-leadership, team-leadership, and workforce development.

According to PLOS One (2026), trustworthiness was addressed through collaborative coding, peer debriefing, reflexivity, an audit trail, and adherence to COREQ reporting standards.

Answer: The PLOS One study shows that qualitative interview data can reveal the behavioural pathways leaders use to translate programme learning into practice, and researchers should design data collection to capture those pathways explicitly.

According to PLOS One (2026), participants reported changes at three levels (self, team, and workforce) so qualitative protocols should include questions that probe personal reflection, team interactions, and structural preconditions for change.

According to PLOS One (2026), the study found that preconditions such as ongoing managerial support and time to coach teams influenced whether programme learning persisted; researchers should therefore gather contextual covariates during interviews or via linked documents.

According to PLOS One (2026), reflexive exercises and workplace assignments accelerated change; evaluators should capture concrete artefacts such as implementation plans, meeting notes, and coaching records to triangulate interview claims.

Answer: The PLOS One (published July 22, 2026) evaluation shows that a structured, workplace-embedded educational programme can be experienced to shift leadership across self, team, and workforce levels when organisational preconditions are present.

According to PLOS One (2026), programme features that supported change included reflective exercises, workplace assignments, peer groups, and managerial support.

Researchers planning person-centred leadership programme evaluations should capture contextual preconditions, link interview claims to workplace artefacts, and report transparent analytic audit trails to support transferability.

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