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Dissertations / Theses on the topic 'Leadership skills'

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Published: 4 June 2021
Last updated: 28 January 2023

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1

Johnston, Thomas. "Leadership skills in work teams." Thesis, University of Bradford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316631.

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2

Foley, Adam Michael. "Leadership Skills of First-Year Students." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31870.

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Colleges and universities are focusing on graduating students who will succeed in careers (Braxton, Smart, & Thieke, 1991; Erwin, 1991; Quinn, 2004). Numerous skills have been identified as important to employers, including leadership skills (Gale, 2002; Gerber, 2003; Kerka, 1990; Stronge, 1998; Santosus, 2003). As a result, institutions have introduced programs designed to train students on those leadership skills (Freeman, Knott, & Schwartz, 1994; Posner & Brodsky, 1993; Riggio, Ciulla, & Sorenson, 2003). Despite the interest in leadership skills, very little research has been done to look at baseline leadership skills that students possess when they matriculate. The purpose of this study was to examine the pre-college leadership skills of first year students and examine differences by race and gender on eight distinct scales. These eight scales were defined by the Student Leadership Outcomes Inventory (SLOI) (Vann, 2000). A total of 550 participants of various racial and gender classifications were chosen to participate in the study from a population of all first-year students at a large, public, research institution in the United States. Participants reported moderately high levels of leadership skills on all eight scales. Differences by race were not revealed. However, differences by gender were found on the technology scale of the instrument. An interaction effect between race and gender was also revealed on the technology scale. Overall, it would seem that students matriculate with some intact leadership skills. Administrators might use this baseline skill level when designing leadership development opportunities for students.
Master of Arts
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3

Chang, Tiffany Hsu Han. "An examination of conductors’ leadership skills." Oberlin College Masters Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=obgrad1272475425.

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4

Alnelind, Jennifer, and Cecilia Alvén. "Design leadership skills : Questioning the difference between design leadership and generic leadership in SME manufacturing organisations." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-36015.

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Purpose: The purpose of this study was to describe and develop what set of skills a design leader require and if these differentiate them from the generic leader in SME organisations. Theory: The themes and concepts we have based the research on is first and foremost design leadership and skills. We have utilised studies by for example: Miller and Moultrie (2013), Joziasse (2011), Turner (2013) and Mumford et al. (2007) in order to develop an extensive theoretical framework.   Methodology: We have approached this research in a deductive and qualitative manner through a descriptive and somewhat exploratory design. We have conducted six semi-structured interviews with leaders at manufacturing SME organisations in ‘Småland’. Conclusion:  Through this research we have established a set of skills that a design leader requires in manufacturing SME organisations. In conclusion we found that the design leader requires well developed generic leadership skills in form of; learn/adapt, speak (convey information), listen (attentive), motivate, inspire, analyse, manage, problem solve, project manage, observe, plan and apprise as well as design specific skills; draw, synthesize, envision-imagine-visualise, edit, design and employ technology. We also identified the difference between the design leader and generic leader, whereby we found a slight difference, even though most generic leaders interviewed utilise aspects of design leadership due to positions interlinking. On top of this we tried to clarify what a design leader really is in these types of organisations, as this was found to be slightly vague in previous literature.
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Lee-Davies, Linda. "Collaborative leadership skills : the contribution of a shared leadership model in sustaining leadership longevity." Thesis, University of Chester, 2013. http://hdl.handle.net/10034/311021.

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This is the supporting documentation submitted for the degree of Doctor of Philosophy by publication. The research explores shared leadership and investigates its component parts in terms of leader and organizational longevity. A collection of the presented papers represent separate published research projects culminating in a 6D framework. Leadership – Default, Discretion, Dilemma, Deliberative Inquiry, Dialogue and Direction. The framework is equally divided into Individual and Corporate focus. It presents a collection of skills sets and attitudes which enable the modern leader to achieve more sustainable personal and organizational success. The methodology uses a balance of empirical and conceptual approaches which included a mix of primary interview and survey with a leaning towards qualitative data extraction. In depth semi-structured interviews from diagonal samples were used. These came from both local and international sources. An applied research approach was maintained for most relevance to leaders and the provided comment formed an inductive route on which to derive new theory. The results were analysed with an interpretivist approach. The research findings and conclusions show that developing a distinct awareness of leadership self and reactions contributes highly to the ability to serve the organizational need. Additionally, the research showed that considered approaches to achieve higher quality information from staff contributed to a better level of strategic alignment. The published shared leadership concepts and models benefitted from peer review in the academic community, in journals and at conference. These resulted in more robust contributions to modern opinions on distributed/collaborative leadership. The 6D framework, along with other original models from the author, have been used extensively with business people at different levels of leadership. Their use has contributed to the leadership impact and further understanding during times of great economic pressure, social and technological change.
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6

Jenkins, Daniel M. "The development of leadership skills through diversity of student organizational leadership." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001960.

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7

Sultana, Norin. "Leadership Education: possible ways of learning leadership skills for future leaders." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26328.

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In this postindustrial era, organizations have realized a dire need to have work force with leadership skills in order to maintain their competitive edge in the market place. This has stretched the scope of leadership education to diverse field of studies and has raised the number of leadership education programs offered in colleges and universities all over the world. This thesis is an exploratory study to identify key features of leadership education that distinguish it from conventional educational programs. In view of key early career challenges faced by graduates, research hypotheses were generated regarding the role played by different type of leadership educators and various means employed for leadership education. In order to test the research hypotheses web based questionnaire was distributed among 72 students of three Master Programs at Linnaeus University, Sweden, of whom 32 responded, giving an overall response rate of 44.4%. Among the three Master Programs, two offer leadership education while one offers courses in business strategy and marketing. Furthermore, interviews were conducted with the program directors of three Master Programs. The commercial statistical software GraphPad Prism version 5.04 was employed for statistical analysis of the data. The results have showed a clear distinction of perceptions among the students of two types of programs, one that offer leadership education and other that do not, in terms of role of different type of leadership educators and various means employed for leadership education. It has been concluded that leadership programs have helped in developing the leadership mindset and vital leadership skills.
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Paul, Anil [Verfasser]. "Leadership : Skills, Behaviors & Traits / Anil Paul." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/114209605X/34.

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9

Lewis, Raymond J. "Naval leadership : a study of views on leadership competencies and methods to reinforce leadership skills." Thesis, Monterey, California: Naval Postgraduate School, 1990. http://hdl.handle.net/10945/27622.

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Approved for public release; distribution unlimited.
The purpose of this thesis is to examine the perception of the leadership competencies that are being taught at the Navy's leadership course, NAVLEAD, and to investigate ways to reinforce leadership training in the operational environment. An analysis was conducted to identify the importance of the leadership competencies at a naval officer's current job. By determining the importance officers place on the leadership competencies, support can be made to determine if additional training would be beneficial. An investigation was conducted of the various media for leadership training to determine the best method for training in the operational environment. Additionally, an analysis was conducted across designator community and rank, to determine the percentage of time officers spend engaged in management, technical, and leadership tasks. This thesis provides support for implementing post-schoolhouse refresher leadership training through computer-based instruction.
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Hubinger, Adriaan Johannes. "An appropriate leadership model for the banking industry / Hubinger A.J." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7362.

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This study aims to measure the managerial skills of managers working in the banking industry. To do so, the newly developed managerial skills measuring instrument of Thekiso (2011) was used by to determine skills for managerial competence in the banking industry. The seven managerial skills that are covered in the questionnaire are: Self awareness skills; Self directed career planning; Integrative skills; Planning and controlling skills; Organizing skills; Leading skills; and Managing change skills. Even though some skills may appear on a less frequent basis, six of the seven skills were rated to be of a high importance, with their means ranging between 4.008 and 4.480 on the 5–point Likert scale. Training in the form of mentoring and stewardship programs, to transfer knowledge and introduce existing relationships to up and coming leaders, would be of great value for companies in the banking industry to foster these seven managerial competency skills. By implementing training and mentoring programs on a much broader scale, organisations can train and use their leaders’ abilities to gain competitive advantage in the market.
Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
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11

Molone, Leonard. "Equipping church leadership in developing conflict management skills." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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12

Rangwala, Zoaib Z. "Leadership Skills to Sustain High-Tech Entrepreneurial Ventures." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5254.

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High-tech (HT) innovation-oriented entrepreneurs start 35% more ventures and create 10% more jobs in the first 5 years of operation than the rest of the private sector and drive significant economic growth across all industries; however, more than 50% of the entrepreneurial HT ventures fail during the first 5 years of operations. Guided by the conceptual framework of transformational leadership theory, the purpose of this multicase study was to explore skills used by successful entrepreneurial leaders to sustain their HT ventures in Silicon Valley, California. Data collection was from 8 participants in semistructured 1-on-1 interviews and 3 participants in a focus group discussion. All participants were entrepreneurial leaders with experience in sustaining their entrepreneurial ventures beyond 5 years. A thematic data analysis approach involved text search, content coding to nodes, and code comparison techniques of collected data to extract themes and identify relationships in the findings. The emergent 4 leadership skill themes for HT entrepreneurial venture sustainability were the recruitment of the right team, situational adaptability, market orientation, and providing innovation stimulation. The right team can resourcefully assist the leader to execute market-leading competitive products and overcome challenges in the dynamic and intensely competitive and innovative HT industry. A culture of openness, ownership, and trust is conducive to the sustainability of an HT venture. Findings from this study may contribute to social change by promoting the formation of new HT ventures, increasing job creation, reducing work stressors, improving quality of life with innovative and cost-effective products, and services in healthcare, infrastructure, personal safety, education, and communications.
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Banks-Hall, Regina L. "Exploration of Leadership Skills for Organizational Strategy Execution." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4035.

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Multinational corporate leaders acknowledge that a lack of business direction by senior leadership results in a 68% failure in the execution of organizational strategies. The purpose of this qualitative study was to explore what best practice solutions automotive manufacturing senior leaders created to help front-line managers execute organizational strategies. The population consisted of 20 automotive manufacturing senior leaders located in Michigan with significant years of automotive experience and at least a year of experience employed as an automotive manufacturing senior leader. Vroom's expectancy theory served as the conceptual framework for the study describing the enhancement of employee performance related to their skills, knowledge, abilities, and workplace expectations. Data were collected through semistructured interviews using open-ended questions. Methodological triangulation and a modified van Kaam data analysis approach were used with field notes and interview data to guide the coding process, theoretical saturation, and trustworthiness of interpretations. Five themes emerged that senior leaders identified important for creating best practice solutions: benchmarking, training, communication strategies, organizational change, and integrity. These findings may influence positive social change by offering management strategies, objectives, and actions that help to promote the development of employees and collaboration between individuals, government institutions, local businesses, and communities.
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De, Beer Ampie. "Influencing Leadership Skills, Behaviour and Values : an Equine Assisted Leadership Development Course Evaluation." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/59812.

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In the current turbulent business climate, the need for well-developed leaders, that can handle the internal and external corporate pressure, is increasing There are a number of established leadership development programs but not many that make use of experiential learning techniques. More recently, there has been an increase in Equine Assisted Leadership Development (EALD) Programmes in the world and in South Africa. There is evidence that Equine Assisted Programmes can have a positive lasting effect on the participants of the programme. The aim of this study is to evaluate an equine assisted leadership development programme. The focus is on the leader's behaviour change, the impact it has on their leadership style, and their perceived relationship with their followers. Qualitative, exploratory researched methods were used to gain new insights into the behaviour change of the leaders after they had attended an Equine Assisted Leadership Development programme. A total of 13 semi- structured, in-depth interviews were conducted with leaders and senior leaders, 12 to 36 months after they attended the programme. The participants work in the mining industry. Each interview was analysed by means of thematic content analysis. The leaders that attended the EALD courses shared their real-life experiences and the perceived impact the programme had on their leadership skills, behaviour and values. What emerged from the findings was an Equine Assisted Leadership Development Process Flow and Impact Model, which documented the journey of a leader taking part in an EALD programme, starting at the pre EALD course, through the process, to an end outcome resulting in improved leaderships skills, behaviour and a shift in values. The final outcome of the programme is illustrated in an adapted model which divides impact areas into three groups: namely impact on the individual, their relationship with others and their team. Each grouping describes the change in leadership skills, behaviour and a shift in values that was enacted in the specific areas.
Mini Dissertation (MBA)--University of Pretoria, 2017.
pa2017
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
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15

Vik, Karina. "Clinicians as leaders : How important are leadership competencies for leadership performance." Thesis, Blekinge Tekniska Högskola, Sektionen för management, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-1110.

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Public health organisations of today are increasingly subject to the same market forces and competition as are private enterprises, and will inevitably have to go through the same transition towards a more professional leadership as they did a couple of decades ago. The purpose of this thesis is to investigate the importance of the development of leadership competencies for leaders in professional bureaucracies, more specifically public health care organisations, and to find out if their members are prepared for the organisational change that is forcing its way to make these organisations more leadership efficient. An increasingly popular view is that there is a lot to be gained by encouraging leaders to either participate in a local leadership education program or to take a university course in leadership and administration. If clinician-leaders are to take an active part in forming their future, they will have to take leadership seriously and come to terms with the idea that leadership education is necessary in addition to academic merits.
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16

Locke, Barbara Darlene. "Service-learning and leadership life skills: an experimental study." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1060.

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This study examined the effect of service activities on the development of leadership life skills in youth and if having a reflection component as part of the activity makes a difference. Additionally, the study examined the impact of selected demographics including age, gender, type of service completed monthly and 4-H membership on the development of leadership life skills. Participants in the study were from two samples. One group represented the El Paso National Youth Service Day, the other represented the District 11 4-H Leadership Lab in Brenham, Texas. Participants were randomly assigned to a control (no reflection) or treatment (with reflection) group. Youth participants self rated their leadership life skills using a 33-question post-test only questionnaire. Demographics were reported in nine additional questions. The major findings of the study are as follows: 1) Overall, the participants reported their perceived leadership life skills to be high in four of the five subscales; 2) The inclusion of a reflection component did not significantly affect perceived leadership life skills; 3) Type of service, whether direct or indirect, had a significant impact on perceived leadership life skills; 4) 4-H membership had a significant impact on the Personal Leadership Development subscale.
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Buckingham, Stephanie T. "Leadership skills in public health nursing, an appreciative inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ41826.pdf.

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18

van, Luinen Edward. "Global leadership| Strategies and practices to develop intercultural skills." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139809.

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Globalization is a transformational change phenomenon that is significantly and rapidly impacting today’s organizations, leaders, and people. In turn, the role of the global business leader has become quite complex, and Fortune 500 organizations are facing a dearth of global leaders capable of addressing today’s business leadership challenges. In response to this challenge, one particular strategy for developing global leaders focuses on building intercultural skills. However, given the complexity of their roles, global leaders may face difficulties in developing these skills. By first acknowledging these obstacles global leaders can then, through their work, develop effective strategies and practices in the intercultural domain. After some time spent working in their global roles, leaders may be in the best position to measure what intercultural strategies and practices are most effective. Once global leaders possess strong intercultural acumen, they can pass on their knowledge to emerging generations of leaders by recommending a number of strategies and practices that have proven effective in navigating the global business arena.

This study took a qualitative approach through semi-structured interviews of global leaders to gain a deeper understanding of the difficulties faced in developing intercultural skills. From that vantage point, the interviewees articulated strategies they have used to nurture these critical intercultural skills. Success measures for global leaders demonstrating applicable intercultural skills may include effective communication, team cohesion, and goal achievement. Other success measures were discovered as a result of this study. Collectively, these measures inform new strategies and tools to develop and coach future generations of emerging global leaders seeking to enhance their intercultural acumen.

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Yankah, Andrina. "Leadership Skills for Success of Home Health Care Agencies." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3078.

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Small business managers often lack the leadership skills necessary to sustain their businesses beyond 5 years. The United States Small Business Administration reported that more than 65% of small business owners, including home health care agency managers, fail within the first 5 years of operation. Guided by Burns and Bass's transformational leadership theory, this multiple case study explored leadership skills that managers in home health care agencies need to sustain their new businesses beyond 5 years. The purposeful sample comprised of 3 managers from 3 different home health care agencies within a 75-mile radius of Baltimore, Maryland, that had demonstrated success in surviving past 5 years. Semistructured interviews, agencies' quality assurance plans and policies were reviewed, and procedural documents related to leadership skills were gathered as data. Yin's 5-step data analysis technique was used to identify key themes. Member checking enhanced the credibility of data interpretation. Themes that emerged from data analysis were business management, knowledge and performance, and transformational leadership. Study findings may contribute to positive social change by providing practical guidance to home health care managers, which may improve their agencies' viability and delivery of patient care. Business implications include the provision of long-term employment to workers and safety assurance to patients' families.
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Boulanger, Charlotte, and Laura Pazzaglia. "Leading Cultural Diversity: Strategies & Skills." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26278.

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Today’s business world is facing a continual increase of globalization that opened the borders of nations. Organizations see in multicultural teams and cultural diversity a way to respond to this phenomenon. Cultural diversity in multicultural teams is a new challenge for leaders. Indeed, they need to develop new strategies and skills to include individuals coming from different cultures in order to ensure the proper functioning of the team and achieve effectiveness. The purpose of our thesis – labeled “Leading Cultural Diversity: Strategies and Skills” – is to find out, through interviews and conversations with actual leaders, which strategies and skills are necessary in global organizations. The findings might be applied in other fields where cultural diversity plays an important role.
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Krasnenko, R. І. "Leadership in our life." Thesis, Sumy State University, 2018. http://essuir.sumdu.edu.ua/handle/123456789/67028.

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In the modern world, the theme of leadership takes an honorable place and is of great interest. Now most employers in each vacancy require you to have leadership and organizational skills. Managers see this as a sort of panacea and try to become leaders as much as possible. This again, in turn, confirms the high demand for the leaders. John Quincy Adams, 6th US President, said: “If your actions inspire others to dream more, learn more, do more and become more, you are a leader” [1].
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Rodríguez, Serna María Eugenia, and Herrero Sofía Santamaría. "Female Leadership : Do women have special skills that make them succeed as today's leaders?" Thesis, Linnéuniversitetet, Ekonomihögskolan, ELNU, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-19497.

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In recent years we have witnessed an increasing integration of women into positions where leadership is exercised. Although some studies show that less than 10% of leaders are women, they are making their headway in the difficult field of leadership which, some years ago, was totally dominated by men. Several authors have analyzed the female’s skills in developing leadership roles. Some of them have concluded that there are differences with respect to male leadership. But others are not so clear and talk about gender equality in exercising leadership roles. Moreover, a new style of leadership has been implemented in organizations, that is, transformational leadership. This style together with the latest developments in leadership has been analyzed from a gender perspective. Several experts in this issue have come to ensure the highest skill for women to develop this style of leadership, which is based on communication, empowerment and followership. How do stereotypes cloud our claims? How does literature affirm or deny the existence of gender differences in leadership? What do women writers specializing in leadership study over the past three years? What are the latest developments in leadership? This work features a series of studies on the subject made in the last twenty years. This along with opinions of today’s leaders, insufflate fresh air to the results and invite the reader to enter in the interesting but slippery field of leadership from a different perspective.
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Campbell, Heather, and n/a. "Cross-age tutoring : an effective leadership alternative for sports skills." University of Canberra. Sports Studies, 1999. http://erl.canberra.edu.au./public/adt-AUC20060623.161717.

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The purpose of the present study was to determine the effect of cross-age tutoring upon leadership style and self-esteem for the tutors, and children's attitudes toward physical activity and motivation to participate in sport for primary school children. Although the process of peer tutoring and/or cross-age tutoring is not a new concept, this form of transmission of information and skill within the educational sporting environment in Australia, and particularly in the A.C.T, is relatively new, and is an area which has received very little empirical attention. Comparisons between the three cross-age tutoring programs were made in terms of primary school students' attitudes toward physical activity and motivation to participate in sport, as well as leadership style and self-esteem for the tutors. Four hundred and eighty-eight primary school students (7 to 12 years of age) were administered an adaptation of Gill, Gross, & Huddleston's (1982) Participation Motivation Questionnaire; and Schutz, Smoll, & Wood's (1985) Children's Attitudes Towards Physical Activity Inventory, both before the program and again at the end of the program. Further, one hundred and twenty-six secondary students (from Years 9 & 10) were administered an adaptation of Coopersmith's (1967) Self-Esteem Inventory; and a modified version of Chelladurai's (1980) Leadership Scale for Sports. A modified questionnaire from Clough & Traill's (1992) Sportsfun program evaluation was designed and implemented to measure attitudes about participating in sporting activities, as well as to obtain ideas about changes or benefits for each group from their viewpoint. This evaluation sheet was given to the tutors and tutees following the completion of the program Statistical analyses revealed that involvement in cross-age tutoring programs in the field of sport and physical education did not provide significant results in the areas of self-esteem or leadership style for the tutors, or in the areas of attitudes towards physical activity or participation motivation for the tutees. In other words, these results indicated that the act of participation in a cross-age tutoring program in sport and physical activity did not enhance and develop these attributes for either the tutors or the tutees. Conversely, though, the results did not reveal significant outcomes to indicate that participation in a cross-age tutoring program would lower or negatively affect the existing levels of self-esteem, leadership behaviour, attitudes towards physical activity or motivation to participate in sporting activities for the tutors or tutees. However, from the qualitative data obtained during the interview questionnaire following participation in the cross-age tutoring programs, it could be concluded that cross-age tutoring programs in the area of sport and physical education have merit because they seem to serve different needs for the different groups of people involved in them, including the tutors, tutees, teachers and participating schools. By providing cross-age tutoring programs in sport, children and tutors have the opportunity to develop sports skills and enhance leadership/coaching abilities which are consistent with the participant's individual personalities and aspirations.
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Kwan, Denise. "Senior librarians' perceptions on successful leadership skills| A case study." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572917.

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The purpose of this qualitative case study was to explore senior librarians’ perceptions of successful leadership skills in the 21st century. Library organizations in the postindustrial environment of the 21st century operate in a new context involving digitization, global libraries, cultural diversity, cultural intelligence, and cross-cultural management. This new context requires a postindustrial paradigm of leadership emphasizing influence and collaboration as defined by Rost (1991). The purposive sample used for this case study consisted of 10 senior library leaders. The data gathered consisted of demographic information and responses to six open-ended interview questions. Data were entered, coded, and analyzed for themes and patterns using NVivo 10 software. The analysis revealed significant emergent themes relating to successful library leadership skills. Results from this case study suggest successful library leadership skills in the 21st century involve two levels: foundational level and interpersonal level. At the foundational level are technical and knowledge skills, which are the building blocks for the next level of interpersonal skills. Interweaving these interpersonal skills are persuasion skills and collaborative skills, both at the core of the postindustrial paradigm of leadership. These two levels of skills, with an emphasis on persuasion skills, should form the basis of succession planning programs for next generation librarians. Implementing such programs could lead to increased leadership diversity, greater job satisfaction, improved job performance and effectiveness, helping the retention of librarians, and easing staff shortage. Further studies are recommended.

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Nasouf, Kareema. "Helping Arab American youth develop leadership skills| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1526937.

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The purpose of this project was to write a grant to fund Youth for One World, a program designed to help Arab American youth predominately residing in Los Angeles and Orange counties develop leadership skills and participate in mainstream American society. The literature review described the shortages and benefits of Arab American youth involvement in leadership opportunities within mainstream America, the importance of empowering Arab American youth, and theoretical frameworks of increasing their leadership skills.

The Weingart Foundation was selected as the potential funder. The goal of Youth for One World program is to enhance leadership capabilities and promote Arab American youth by providing opportunities to build skills and proficiencies through engagement in activities that encourage and promote competence and support the involvement of Arab American youth in mainstream America activities and prospects. Actual submission and/or funding of this grant was not a requirement for successful completion of this project.

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Ighobor, Kingsley Lington. "Experiences and Perceptions of Liberian Business Leaders' Transformational Leadership Skills." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1709.

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African business leaders may not be effective because of a lack of transformational leadership skills. Business leaders applying transformational leadership skills can strengthen relationships with followers and enhance organizational performance. The purpose of this phenomenological study was to explore the experiences and perspectives of Liberian business leaders regarding transformational leadership skills needed to lead profitable organizations. Building on a conceptual framework of transformational leadership theory, data were obtained from open-ended interviews of 20 Liberian business leaders operating in the capital city of Monrovia. Interviews were transcribed, coded, validated through transcript review, and analyzed to generate themes. The most prominent themes were the need for Liberian business leaders to act as role models, to attend to individual employee's needs, and to demonstrate ethical conduct. The findings indicated that Liberian business leaders may adopt transformational leadership to help a company gain a competitive advantage, make profits, and enhance employees' commitment and organizational performance. These findings may contribute to positive social change by creating awareness among Liberian business leaders about the benefits of transformational leadership to expand company operations, create employment opportunities, and contribute to poverty reduction in Liberia. Research findings may be useful information to Liberian policymakers, business leaders, and scholars seeking to understand business leadership challenges in a postconflict economy.
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Jackson, Sonya Lasyon. "Perceptions of Principal Leadership Skills in High-Achieving Elementary Schools." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5350.

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The problem addressed in this study was the inability of certain schools in a rural school district in Florida to achieve adequate yearly progress (AYP) in comparison to a neighboring school district where students consistently made AYP. Research has shown a positive relationship between student achievement and principal leadership skills. The purpose of this study was to identify patterns in elementary teachers' perceptions of their principals' leadership skills related to student achievement and elementary principals' perceptions of their own leadership practices and compare those perceptions. The conceptual framework for this qualitative case study design was instructional leadership. Twelve teachers of Kindergarten to Grade 5 from 3 high-achieving elementary schools volunteered to participate and provided data through 2 focus groups with 6 primary grade teachers and 6 intermediate grade teachers respectively. Principals at the same 3 high-achieving elementary schools provided data through semistructured interviews. Open coding and thematic analysis yielded 4 themes from the principals' responses, including instructional leadership, hands-on leadership, communication and collaboration, and management by visibility. The teachers' responses resulted in the themes of high expectations for student achievement, a supportive learning environment, consistent collection and review of student achievement data, and an overall positive school climate to promote exemplary instructional practices and student success. A positive social change that can stem from this study is implementing principal leadership practices related to the findings in low-achieving schools. This may result in gains in student achievement, leading to increased academic and economic opportunities.
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Ramirez, Laura M. "Basic skills and career technical education| A combination for student success." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3664390.

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This study evaluated student transcript data of basic skills student enrolled in the Los Angeles Community College District (LACCD). The purpose of the study was to determine if basic skills students who concurrently enroll in career technical education (CTE) courses demonstrate higher academic performance measures. Student transcript data was secured from the LACCD and coded for use in conducting this research. The study evaluated five student success variables, course completion ratio, grade point average (GPA), 30-unit completion, completion of the basic skills sequence, and completion of an award or certificate, using correlation analysis, multiple linear regression, and binary logistic regression as appropriate for each variable. The correlation findings reveal that co-enrollment had the largest influence on completion of 30 units, followed by award conferral and course completion ratio (CCR). Female outperform male students in every success variable and Black ethnicity is negatively correlated to every outcome variable, most significantly GPA and CCR. Socioeconomic status, Hispanic, and Black ethnicity had negative impacts on CCR. All ethnicities were positively associated with completion of 30 units and college preparation with odds rations of 6.196 (626%) and 2.572 (257%) respectively, except for African American and Hispanic ethnicities. Co-enrollment was the most significant and positive predictor of award completion with an odds ratio of 4.8 (480%). The current study and findings contribute to the research and offers insight into the success of basic skills students within the LACCD and other large urban community colleges and districts.

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Nasmyth, Guy. "Leadership in government, an action research study focusing on learning leadership skills in a complex environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ49209.pdf.

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Matthews, Paul C. "Equipping selected church members with leadership skills for ministry leadership in Jubilee Baptist Church, Daphne, Alabama." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Iversen, Ole I. "An investigation into competencies associated with successful managerial performance in the European workplace and in different European countries today." Thesis, Henley Business School, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251944.

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Munsamy, Sandra. "How are companies developing their leaders." Thesis, University of South Africa, 2007. http://hdl.handle.net/10500/77.

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The challenging nature of business today requires exceptional leadership skills. However these leadership skills are a scarce commodity and companies need to develop leadership to ensure a pipeline of leadership talent that can cope with the challenges facing business. This task however is quite daunting as there are many methods but few certainties about what works and what does not. Thus many organizations struggle to find the right strategy to bridge the leadership gap. This research report examines the best practices that exist in developing a leadership development strategy, recommends a model for leadership development and investigates the leadership development strategy of a manufacturing organization in South Africa. The findings indicate that the strategy implemented by the case organization is effective and thus can be used as an example to other organizations also trying to implement a leadership development strategy. Challenges include fostering a learning organization climate and implementing metrics to measure the success of the strategy.
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Allison, Jason Michael. "Project Based Learning to Promote 21St Century Skills: An Action Research Study." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192564.

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This action research study explored how instructional staff members at a rural high school in Central Virginia can improve their PBL instructional practices to promote students to acquire the 21st century skills of communication, collaboration, creativity, and critical thinking. Based on the results of this action research study, the top three strengths of PBL were students learning from mistakes, students taking responsibility for their learning, and that projects come in all shapes and sizes. The study revealed that there is not a tight fit or alignment between PBL and the Four Cs of communication, creativity, and critical thinking, and collaboration; however instructional staff members still perceived PBL as promoting the Four Cs in various ways. The study revealed that instructional staff members envision their school as students learning from their mistakes in a non-punitive way, being responsible for their learning, and creating their own educational paths to success. The study revealed that instructional staff members would like professional development on grading PBL lessons, as well as infusing PBL into the curriculum.
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Rowlands, Alice J. "Student identified leadership competencies, skills, behaviors, and training needs: perspectives of college newspaper editors." Diss., Texas A&M University, 2005. http://hdl.handle.net/1969.1/3809.

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This study identified the leadership competencies, skills, behaviors, and training needs most critical to a college newspaper leader's success. A Web-based Delphi technique, supported by the Center for Distance Learning Research at Texas A&M University, was used to submit three rounds of questionnaires to a panel of 25 editors from 19 institutions in 13 states. The experts responded to 13 open-ended questions in Round One designed to elicit information to establish the leadership competencies, skills, and behaviors critical to college newsroom leaders. Round One also established information concerning participants' prior knowledge of the top leadership position. The Round Two instrument included seven questions with 189 statements developed from responses to Round One. Panelists rated responses using a four-point Likert scale. Panelists reached consensus in the final round by selecting the three most important of the ranked responses to each question returned from Round Two. Additional questions asked for recommendations for the future training and development of editors. The panel's list of leadership traits agrees with more than 50 percent of the admired traits of all leaders (Kouzes and Posner,1997), and more than 50 percent of the ideal traits of top professional journalists (Peters, 2001). The panel reached consensus on 8 situations they considered unique to the college newsroom that had a significant impact on their leadership experience. The topthree included: the need to manage everything and still publish a great paper, dealing with uncommitted students, and dealing with frequent staff changes. The panel reached consensus on the following as most important for incoming college newsroom leaders: the most critical leadership competency was "ability to communicate"; the most critical leadership behavior was "a passion to improve and develop the newspaper"; the most critical leadership competency editors "lacked" was "ability to take charge"; the experiences they considered most important to shaping their understanding of the role was that it is a full-time, difficult, and frustrating position; and they indicate that "dedication to the newspaper" is the leadership trait that separates an average from a great newsroom leader.
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Brungardt, Christie J. "College graduates' perceptions of their use of teamwork skills : soft skill development in Fort Hays State University Leadership Education." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/2224.

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Johnson, Jaclyn C. "How do leadership skills gained in 4-H carry through adulthood?" Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007johnsonj.pdf.

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Henricson, David. "Ledarskap : En kvalitativ intervjustudie: verksamma ledares syn på vad som är viktigt i ett bra ledarskap vid arbete med barn- och ungdomsgrupper." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38043.

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The purpose of this study is to investigate what active leaders think is important in a good leadership, with a focus on work with groups of children and youth. A qualitative interview study with four interviewees was used to answer these questions: What do active leaders think characterize a good leadership? Which different leadership styles do active leaders prefer? How consistent are the interviewees’ responses with previous literature? All the interviewees had 20 years of experience or more in leadership, among these 2 worked as recreation instructors, while the other 2 had worked with leadership in a number of different and varied areas. In the results responses were compiled from the interviews. In the discussion there is a comparison with literature and the results of the study are discussed. The results show that the preferred leadership style of all who were interviewed was the democratic, whereas a situational leadership style was also something that all interviewees appear to exhibit examples of in different degrees. One conclusion seems to be that the interviewees are not purely using any one particular style, but that different stylistic features from a number of leadership styles can be identified from the responses. The leadership skills that those who were interviewed bring up are many, but a few that were mentioned by several interviewees were to be positive, clear, fair, open to criticism, and to be relationship-oriented. A comparison of interview responses in the study's results with previous literature suggests that large parts of the interview responses are also consistent with previous literature and research.
Syftet med den här studien är att undersöka vad verksamma ledare anser är viktigt i ett bra ledarskap, med fokus på arbete med grupper av barn och ungdomar. En kvalitativ intervjustudie med fyra intervjupersoner användes för att besvara dessa frågeställningar: Vad anser verksamma ledare kännetecknar ett bra ledarskap? Vad föredrar verksamma ledare för olika ledarstilar? Hur stämmer de intervjuades svar överens med tidigare litteratur? Samtliga intervjupersoner hade 20 års eller mer erfarenhet av ledarskap, bland dessa arbetade 2 st som fritidspedagoger, medan de övriga 2 hade arbetat med ledarskap inom ett antal olika och varierande områden. I resultatet sammanställdes svaren från intervjuerna. I diskussionen görs en jämförelse med litteraturen och studiens resultat diskuteras. Resultatet visade att den ledarstil som samtliga intervjuade föredrog var den demokratiska, medan även en situationsanpassad ledarstil var något som samtliga intervjuade tycks uppvisa exempel på i olika hög grad. En slutsats tycks vara att de intervjuade inte renodlat använder sig utav någon viss stil, utan olika stildrag från ett flertal ledarstilar kunde identifieras utifrån svaren. De ledaregenskaper som de intervjuade tar upp är många, men några som nämndes utav flera intervjuade var bland annat att vara positiv, tydlig, rättvis, öppen för kritik, samt att vara relationsinriktad. En jämförelse av intervjusvaren i studiens resultat med tidigare litteratur pekar på att stora delar av intervjusvaren även överensstämmer med tidigare litteratur och forskning.
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Verdigets, Felix Louis Sutton Charlotte. "Insights Into leadership the role of political skill, social skill, and self-monitoring in mediating the relationship between transformational leadership and job performance /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Management/Dissertation/Verdigets_Felix_2.pdf.

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39

Rotter, Craig Anthony. "Self-perceptions of leadership skills & attitudes of college sophomore student leaders." Diss., Texas A&M University, 2004. http://hdl.handle.net/1969.1/527.

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The purpose of this study was to assess the self-perceptions of leadership skill development and attitudes of experienced collegiate sophomore student leaders who elected to take an undergraduate collegiate leadership course. Leadership attitude, for the purpose of this study, consisted of one's group or leader orientation. The five leadership skills studied were working in groups, positional leadership, communication, decision-making, and understanding self. A post-then methodology was utilized with self-reporting as the process by which data was collected following completion of an academic leadership course. The major findings of this study were as follows: After the semester course, there were no significant differences among sophomore student leaders regarding their attitude toward the construct leadership orientation and their attitude toward the construct group orientation. In addition, the sophomore student leaders who completed the academic leadership course displayed a self-perceived increase in their ability to work in groups, work in positions of leadership, communicate, make decisions, and in their awareness of self. No relationship was found between the self-reported attitudes on leader or group orientation of sophomore student leaders with the amount of high school leadership courses that were completed. No statistically significant relationship was found between the self-reported attitudes on group orientation of sophomore student leaders and the amount of leadership activities in which the subjects participated in high school. A statistically significant positive relationship was found between the self-reported attitudes on leader orientation of sophomore student leaders and the amount of leadership activity participation in high school. No statistically significant relationship was found between the post-class self-perceptions of the leadership skills of sophomore student leaders and their high school leadership education. A statistically significant relationship was found between the self-perceived communication skills of sophomore student leaders and the amount of leadership activities completed in high school. The more high school leadership activities in which students participated, the less confidence the students perceived in their communication skills. Statistical analysis failed to reveal a relationship between an attitude of group orientation and any one type of leadership skill.
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Whitfield, Ben Franklin. "Leadership in the interim ministry context, developing reflective and adaptive skills." Chicago, IL : McCormick Theological Seminary, 2006. http://dx.doi.org/10.2986/tren.102-0705.

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41

Black, Eugene H. "Total Quality Leadership knowledge, skills, and abilities for surface warfare officers." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA280486.

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Thesis (M.S. in Management) Naval Postgraduate School, March 1994.
Thesis advisor(s): L.inda E. Wargo, Benjamin J. Roberts. "March 1994." Includes bibliographical references. Also available online.
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42

Flynn, Allison Maurine. "Factors influencing the leadership life skills of Montana 4-H youth." Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/flynn/FlynnA1208.pdf.

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Since its inception, the 4-H program has been through many transitions, and has been constantly challenged to show its benefits to youth. Additionally, funding from 4-H came from multiple supporters resulting in the need for 4-H to show reasons for support. The purpose of this study was to assess the perceptions of Montana 4-H youth related to their leadership life skills and to determine the significant factors that influenced the development of those life skills. The population consisted of 2008 Montana 4-H Congress participants and 2007-2008 Montana 4-H Ambassadors. The survey instrument consisted of three sections: selected demographic information and 4-H participation, involvement in 4-H activities and leadership roles, and the Youth Leadership Life Skills Development Scale (YLLSDS). YLLSDS was a valid and reliable instrument developed by Seevers, Dormody and Clason (1995). Data were collected during the Montana 4-H Congress and survey was mailed to Montana 4-H Ambassadors. The data were entered into Microsoft Excel and analyzed using SPSS. The responses to the YLLSDS with the highest means were \"have good manners,\" \"get along with others\", and \"show a responsible attitude.\" Analysis revealed that Montana 4-H Ambassadors had statistically significant higher YLLSDS scores than those who had never been an Ambassador. The factors with the greatest influence on leadership life skills development were gender, 4-H Districts, and participation in the Ambassador program. Involvement in 4-H activities predicted 6.9% of the variation in YLLSDS scores and involvement in leadership roles accounted for 7.3% of the variation in YLLSDS scores. Leadership life skills were gained through the Ambassador program, partaking in leadership roles and involvement in leadership activities. The research attested to the effectiveness of the Ambassador program. Further research was recommended to determine which activities, leadership roles and aspects of the Ambassador program were most successful at building life skills. Further research to determine the significant variation between 4-H Districts would be useful. The study supported 4-H as a successful youth organization that responsibly teaches youth leadership life skills.
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Gettys, Susan G. "The role of mentoring in developing beginning principals' instructional leadership skills." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4854.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.
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Ejimofor, Francis O. "Principals' transformational leadership skills and their teachers' job satisfaction in Nigeria." Cleveland, Ohio : Cleveland State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=csu1202235575.

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Thesis (Ph.D.)--Cleveland State University, 2007.
Abstract. Title from PDF t.p. (viewed on May 8, 2008). Includes bibliographical references (p. 97-108). Available online via the OhioLINK ETD Center. Also available in print.
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White, Megan C. "Leadership skills : teaching collaboration through the fourth grade social studies curriculum." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1052.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Elementary Education
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Ejimofor, Francis O. "Principal's Transformational Leadership Skills and Their Teacher's Job Satisfaction in Nigeria." Cleveland State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=csu1202235575.

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Sedall, Courtney. "Gender Diversity in Academe: Communication Skills, Promotion and Leadership Opportunities Examined." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1579622075448592.

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48

Webb, Richard Bruce. "A practical guide to equipping church leadership with conflict management skills." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Carlton, Alan Mark. "A Comparison of Principal and Teacher Perceptions of Principal Leadership Skills." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/460.

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This study examined principals' and teachers' perceptions regarding both the importance of certain leadership skills and the ratings of principals' actual skills. There are strong theoretical bases for the use of principals' and teachers' perceptions in this study. The analysis of perceptions of leadership skills can lead to: (1) an increased awareness of principals' strengths and weaknesses; (2) greater communication between principals and teachers; and, (3) hopefully, increased productivity on the part of principals and teachers. The population for this study included a group of twenty-eight principals who participated in the Confederation of Oregon School Administrators Assessment Center, and teachers in those principals' schools. These principals represented the total number of Assessment Center participants who were promoted to their positions subsequent to their participation in the Center. Assessment Center predictions ratings of these principals' skills were compared to teachers' ratings of the same principals' skills. Research questions sought information in the following areas: (1) principals' perceptions of their own skills; (2) principals' perceptions of the importance of given skills; (3) principals' predictions of teachers' ratings of the importance of skills; (4) principals' predictions of teachers' ratings of principals' actual skills; (5) teachers' perceptions of principals' skills; (6) teachers' perceptions of the importance of given skills; and, (7) Assessment Center predictions ratings of principals' skills. The methodology for this study combined survey research with information provided by the COSA Assessment Center. Mailed surveys were used to collect data regarding principals' and teachers' perceptions of leadership skills. The results of this study suggested that there is a general agreement between principals and teachers regarding principals' leadership skills. Additionally, the predictions made regarding principals' skills by the Assessment Center accurately reflected teachers' perceptions of the same principals' skills in the field. The area of greatest difference in this study was in principals' perceptions of teachers' ratings. Principals generally predicted that teachers would rate the importance of skills lower than teachers actually rated them. Because teachers' perceptions of principals' skills are generally accurate, it can be concluded that teachers' ratings of their principals can play an important role in the total process of principals' evaluations.
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Adu-Gyimah, Moses. "Transformational Leadership Skills Needed by Private Basic School Proprietors in Ghana." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2630.

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Survival of small and medium scale enterprises (SMEs) is a critical issue for business leaders. The Ghana Statistical Service reported that over 60% of SMEs, including Ghanaian small and medium scale private basic schools, fail during their first 5 years of operation. The purpose of this multiple case study was to explore the transformational leadership skills that proprietors of Ghanaian small and medium scale private basic schools have used to enhance employee performance for sustainability beyond 5 years. The conceptual framework for this study was Bass and Avolio's transformational leadership theory. Data collection included semistructured interviews to elicit narratives from 3 proprietors from 3 different Ghanaian private basic schools about what leadership skills they used to enhance employee performance. Data also came from a review of relevant school documents and a reflective journal. The data were analyzed with Yin's 5-step data analysis technique. Data analysis included identification of key themes and triangulation of data from interviews and relevant school documents. The main themes revealed that leaders used idealized influence, inspirational motivation, and intellectual stimulation to enhance employee performance for sustainability of the schools. Findings indicate school leaders can enhance employee performance when they adopt transformational leadership, particularly when leaders articulate a clear vision, encourage teamwork, and involve followers in decision-making. Social implications include helping proprietors of Ghanaian private basic schools enhance employee performance for sustainability beyond 5 years to improve student education, enhance employment, and contribute to improved living standards.
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