Person-centred leadership: qualitative analysis

According to PLOS One (Klinga et al., 2026), a six-month educational programme was experienced by participants to influence leaders' self-leadership, team-leadership, and workforce development in line with person-centred principles.

• The PLOS One study interviewed 13 leaders in individual interviews conducted on 27 January 2023 through 16 March 2023, with interview lengths ranging 40–65 minutes and a mean of 52 minutes (Klinga et al., 2026).
• The PLOS One study reports that 80 leaders were admitted to the programme in 2022 and the programme used six modules with a blended flipped-classroom design (Klinga et al., 2026).
• The PLOS One study distilled three visions (Live as you learn, Strive for equal relations, Enable co-creation) that mapped to nine sub-categories of practical leadership change, when organisational preconditions were met (Klinga et al., 2026).

The PLOS One study interviewed 13 leaders who had completed a six-month person-centred leadership programme to explore experienced changes in leadership practice (Klinga et al., 2026).

According to the PLOS One study (Klinga et al., 2026), the programme admitted 80 leaders in 2022 and combined workplace-based assignments, recorded lectures, reflective journals, peer support groups, and six workshop modules to translate person-centred ethics into leadership practice.

According to the PLOS One study (Klinga et al., 2026), interviews were conducted between 27 January 2023 and 16 March 2023, three to five months after programme completion, and the authors analysed transcripts using conventional content analysis with three analytical tracks: self-leadership, team-leadership, and workforce development.

According to the PLOS One study (Klinga et al., 2026), participants described the programme's effects conditional on preconditions such as managerial support, time to coach teams, and early engagement of employees and patients.

Researchers should design process evaluations that capture multi-level preconditions and workplace assignments, according to the PLOS One study (Klinga et al., 2026).

According to the PLOS One study (Klinga et al., 2026), embedding reflective journals, peer dialogue, and practical implementation plans into a programme helps participants translate theory into practice and gives researchers concrete artifacts to analyse.

According to the PLOS One study (Klinga et al., 2026), evaluators should triangulate leader self-reports with employee and patient perspectives to measure whether care truly became more person-centred, because the study found participants asking for greater patient and relative involvement to validate co-creation.

According to the PLOS One study (Klinga et al., 2026), person-centred leadership programmes can produce measurable changes in self-leadership, team-leadership, and workforce development when preconditions for learning are present.

According to the PLOS One study (Klinga et al., 2026), evaluators should collect workplace assignments, multi-stakeholder perspectives, and time-stamped transcripts to show how learning translates into practice.

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