Rozprawy doktorskie: „Leadership development”

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Florio, Zintel Linda. "Exploring personal development and implications for leadership". Thesis, Cranfield University, 2012. http://dspace.lib.cranfield.ac.uk/handle/1826/8044.

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In leadership development, an established literature and a fertile praxis fall short of clarifying how individuals may develop the many and varied capabilities that contribute to leadership processes. Literature promoting personal growth tends to reduce personal development to cognitive development or rely on broadly defined and under-evidenced notions. The adult development literature offers to this research a conceptualization of personal development as systemic qualitative change in individual sensemaking. As sensemaking develops, it progresses toward greater integration (of interdependent cognitive, emotive, purposive, and conative dimensions), sophistication, and self-determination. The research aimed to examine how changes in the sensemaking of individuals may result in developmental outcomes relevant for personal and leadership development. This inquiry moves from a perspective idealist ontology and a social constructivist epistemology, selects philosophical hermeneutics as a research paradigm, and embraces exploratory qualitative longitudinal research. Purposive sampling guided the selection of research context, a leadership program focused on personal growth. Transcripts from 32 semi-structured constructivist-phenomenological interviews, collected from nine participants across fourteen months, were analyzed through constructivist grounded theory. Development was assessed ipsatively according to a literature-based framework. Contributions, in terms of substantive theory, are not generalizable beyond research context and sample. This research advances the differentiation of developmental context, process and outcomes. Context is found to transcend holding environment—to be ideally conducive to a specific type of change in virtue of a distinctive emerging quality. While vector processes facilitate development, core processes (individual sensemaking) are development. In terms of outcomes, the research supports an association between personal development and development of leadership capabilities, but questions whether self-awareness or personality adjustments per se constitute authentic personal or leadership development. This research exposes a pattern of seeking affirmation, associated with disproportionate identity salience of external image, which is potentially capable of hindering personal development by triggering maladaptive rather than adaptive self-reflection.

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Gehring, Josh J. "Impact leadership : a leadership development series". Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286600.

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The purpose of this project was to create a leadership development series for interscholastic and intercollegiate coaches that could be implemented into their athletic programs to help facilitate leadership growth within their players and team. The Impact Leadership Development Series contains four parts: 1) Part One: Responsibility, 2) Part Two: Role, 3) Part Three: Relationship, and 4) Part Four: Reach. Each part was designed for a specific grade level; Part One: Responsibility for the freshmen, Part Two: Role for the sophomores, Part Three: Relationship for the juniors and Part Four: Reach for the seniors.Although the Impact Leadership Development Series was not tested, the review committee felt that a series such as this had merit within interscholastic and intercollegiate athletics. One committee member noted that the series was a -'brilliant'' idea and the others agreed that if they were still involved in coaching they would implement a program of this nature.
School of Physical Education

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Blackwell, Cindy Southard. "The Eisenhower Leadership Development Program: a study on student leadership skill development". Texas A&M University, 2003. http://hdl.handle.net/1969.1/190.

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Although no one program exists for leadership development, there is an understanding among practitioners and researchers that leader and leadership development occur in many venues, with one of those venues being an academic classroom where experience and theory are juxtaposed. One such program is the Eisenhower Leadership Development Program. In an effort to strengthen the academic discipline of leadership and to garner further respect for leadership development programs such as ELDP, leadership development programs must be assessed and evaluated in order to ensure that the objective of the program is being met. Brungardt and Crawford noted that, "assessment and evaluation of leadership programs help ground programs in the needs of students while working within the constraints of academe" (1996, p. 37). The purpose of this study was twofold. First, this study sought to ensure that the Eisenhower Leadership Development Program was producing the outcomes the program was designed to produce. Second, this study sought to demonstrate the worth of ELDP to past, current, and future stakeholders. Former ELDP students were surveyed regarding the perceptions of their learning outcomes based on four practical skills (problem defintion, discovery of research alternatives, delegation/teamwork, and achievable challenge) and four complimentary adaptive skills (focusing on an issue, direct attention to detail, management of time and resources, and persistence). This study found that students did perceive to have gained leadership skills in each of the practical and adaptive skill constructs. The comparison between students' perceptions of each skill before participating in ELDP and after participating in ELDP was positively correlated and statistically significant in every construct. In short, the relationship between the practical and adaptive skills taught in ELDP and the learning outcomes is not serendipitous. The findings show that ELDP is improving the development of students in terms of them becoming leaders and in terms of the greater concept of leadership as related to the four practical and adaptive skills emphasized by ELDP. Further research related to the interdisciplinary design through which the practical and adaptive skills are taught is recommended.

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Andreas, Sarah. "Exploring Leadership Development Experiences of Leadership Tuscarawas Alumni". Thesis, Johnson University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807023.

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The terms leadership and leader development are often used synonymously. However, there are different outcomes and needs associated with each type of development. Even with these differences, both types of developments may be needed to help individuals master leadership skills effectively. This study explored the critically formative processes and influences contributing to a leader’s leadership formation and development. A framework of adult cognitive development, identity development, and spiritual development offered areas where an individual may need development for leadership, while a framework of social cognitive theory, andragogy, and transformational learning offered insights into the process of development and transformation. By using phenomenography as the research method, this study aimed to find the variation of the phenomenon and describe leadership development as the participants experienced it. This information may help organizations and individuals who are trying to develop future leaders understand critically formative processes and influences contributing to a leader’s leadership formation and development.

The research found four categories related to the participants’ leadership development experiences within Leadership Tuscarawas and one category based on past experiences outside of the program. These categories were: (a) learning from others, (b) becoming aware, (c) building relationships, (d) emotions and feelings, and (e) leadership development experiences. Each category gave insights into what Leadership Tuscarawas alumni experienced within a leadership development program.

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Olver, Denise. "Exploring Concepts of Leadership and Leadership Development Within an International Development Through Sport Context". Thesis, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20666.

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Today’s youth are tomorrow’s leaders’, and for that reason, it is considered important by researchers and practitioners alike to understand how to develop effective leadership skills and characteristics. The purpose of this research was to explore concepts of leadership including leadership development (LD) within an international development through sport context. The Commonwealth Games Association of Canada’s (CGC) International Development through Sport (IDS) administration team created a program called the Capacity Support Program (CSP). The CSP is an internship program offered to recent university graduates to assist in various initiatives intended on building sporting capacity within partnering Commonwealth countries. Participants also known as Capacity Support Officer’s (CSO’s) were immersed within an international environment with a host sport organization (e.g., Barbados National Olympic Committee) for approximately fourteen-months. In this study, interviews were conducted with IDS administrators to clarify and provide further detailed information about the program. In addition, archival material (e.g., pre-departure training manual, website articles, DVDs), interviews with CSO’s, and a debrief focus group session with the CSO’s which discussed their experiences and the various concepts of leadership and LD within an international development through sport context was conducted. Data was recorded and transcribed verbatim. A grounded theory approach, specifically the inductive coding technique was utilized throughout the content analysis procedure. Findings showed that concepts of leadership and LD were 1) a fundamental component of the program and 2) linked to various existing literature on leadership theories (e.g., authentic leadership). Further, findings demonstrated the program design and training were significant components of LD and that the cross-cultural context accelerated LD. These findings and others will culminate in a discussion regarding future studies of leadership and LD.

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Brandt, Kari W. "Outdoor Leadership Development Training". CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/326.

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This project aimed at developing a training program for the California State University, San Bernardino Student Recreation and Fitness Center’s Outdoors Program. The design and development utilized the five-step ADDIE instructional design model along with concepts of experiential and outdoor education. After an analysis of the needs of the Outdoors Program at CSUSB, a thorough process of design, development, implementation, and analysis was used to provide an introductory training program for those interested in becoming outdoor leaders. With personal knowledge gained thorough a review of literature, combined with prior in-depth content knowledge, a training program was developed. Since different leadership needs exist within each outdoor education program, this project focused on the specific needs of CSUSB Outdoors. It is recommended that this outdoor leadership development program continue to be presented to more students, incorporating a self-assessment to gain a better understanding of the trainee’s growth through the program. It is also recommended that continuing education opportunities are developed and provided to the trainees as they become outdoor trip leaders and continue to develop their leadership skills. In conclusion, the training provided in this experiential educational program serves as a valuable training program for the needs of CSUSB Outdoors. This project outlines the design and development process used through the ADDIE model incorporating experiential and outdoor education knowledge gained in the literature review.

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Waage, Margrethe. "Experiences of Leadership Development : A Case Study on how a Leadership Development Program can contribute to the Participants experiences of Leadership Development". Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for voksnes læring og rådgivningsvitenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-17347.

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In this thesis a case study is conducted to inquire into whether a targeted intervention; a leadership development program, can contribute to the participants experience of leadership development. The case is a ethical program with a leadership development component conducted from February to December 2011, in The Norwegian Armed Forces Medical Services. In this thesis I only focus on the leadership development component of the program. The program had eight participating leaders. I interviewed four of these through qualitative in-depth interviews. Through analysis of data from the interviews, there emerged the following categories and subcategories: “Conditions”, “Developmental motivation” and “Change”. In the category “Developmental motivation”, three sub-categories emerged: “Primary source of professional satisfaction and self-esteem”, ”Emotional tone used when assessing oneself” and ”Leadership ideals-expectations/contructs prior to the program”. In the category ”Change”, two subcategories emerged :”Self-awareness/consciousness” and ”Future goals”. To discuss these categories, I mainly drew on constructive developmental theory by Joiner and Josephs (2007), Kegan and Lahey (2009), Torbert(2004), and Horney (1945). In the leadership development program that constitutes the case in this thesis, we use different types of tools to adress changes that the participants want-not only state the present situation and leave it with that. One tool is the 360 feedback profile, to bring to the surface key opportunities for developmental growth. This focuses on the dimensions that reveal the relationship between internal motivating assumptions and patterns of action. Other central tools we use are the Immunity to change-learning platform in the program as well as individual coaching, to address change by trying to unlock our mental immune system’s grip on our perception so we have an opportunity to see it in action (Kegan et Lahey, 2009). Our aim in the program is to enable a development of a greater awareness and sensitivity to the full range of levels of consciousness available to the participants. We also focus on taking an adaptive approach to adaptive challenges (Heifetz, 1994), as well as enabling the participants to gain consciousness into their reactive patterns (Horney, 1945). The participants point to the experience of the program being able to provide them with ways of using their everyday experiences for development. I found that the tools we use in the program can enable the participants to experience developmental processes, which the informants describe further.

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Rosenberg, Joseph. "Leadership development among fraternity presidents| Can leadership be learned?" Thesis, Indiana University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10242201.

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There is an absence of research examining the relationship between the experiences that occurred while holding formal student leadership positions and leadership identity development. This study will investigate if leadership can be learned through the lenses of the leadership experience of men who hold the formal student leadership position of chapter president within their local chapters of their national social fraternal organization. The design of the study is quantitative in nature and will utilize an electronic survey to examine the impact of a college student’s leadership identity development from holding a position of leadership within a student organization.

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Ullestad, Krista. "Leadership development for elementary students". [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:104.

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Stolle, Steven Hugh. "A disciplemaking leadership development plan". Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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DeYoung, Brett John. "Wilderness camping and leadership development". Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Talucci, Sam. "Leadership development as reflexive practice". Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/8966.

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This thesis examines Leadership Development in both a corporate setting and an expedition-based setting. The assumptions that are the foundations of current Leadership Development originate, and are informed by, aspects of the natural sciences. These methods are critiqued in terms of usability and applicability in the context of human relating. An alternative approach is investigated based on nonlinear causality and the complex responsive process of relating using the work of Stacey (2003, 2007, 2010), Stacey and Griffin (2005), Stacey et al. (2000). What is explored is the Leader as expert and the ability through communication, decision making, and planning to create certainty. What is problematized is the fantasy that this creates in ongoing day-to-day interactions. The work explores interactions between a leadership consultant/coach and clients in varied domains: the role of the practitioner in the delivery and creation of theory, models, best practices and standard operating procedures; and the reflections of both the practitioner and clients that what is emerging cannot be foreseen. This leads to a further exploration cycle of the human experience in organizations and how reification, the uncanny, and the struggle for recognition might offer other ways of making sense of the experience. The work examines the role of the consultant/teacher and the client/student and the emergence of knowledge. It further investigates the relationship of time and causality and how this is connected to theoretical knowledge and knowledge in action. This leads to a further connection of thinking, reflecting and reflexivity and what this means as practice for leadership development. Using the context of leadership coaching for management teams and connecting the reflexive aspect of knowledge, what is argued is that sensemaking as developed by Weick (1995, 2001, 2009), Weick and Sutcliffe (2007) is not a sufficient practice to explain and create best practices, standard operating procedures, models, and theories. What is also necessary, and is identified as sensemaking and connected to Elias (1987) work, is our own involvement and detachment as we abstract to understand what is happening in the moment between human agents. It is argued that paying attention to these aspects of ongoing human relating offer the possibility of thicker and a more contextualized understanding of the emergent unpredictable outcomes that leaders deal with every day.

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Dake, Charles S. "Spiritual development for church leadership". Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Geerts, Jaason Matthew. "Optimal leadership development for professionals". Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/275887.

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Leadership development is a widespread and burgeoning global enterprise, as well as a rapidly growing field of academic study. An estimated $50 billion is spent on leadership programmes annually (Kellerman, 2012) and yet, there is a large degree of confusion regarding what is known regarding optimal approaches, especially those that are tied to organisational outcomes. There is further confusion in terms of the evidence to reinforce such claims, as well as effective forms of measuring leadership, particularly after interventions. The aim of this dissertation is to address those two topics, as well as to assess the current state of literature in terms of leadership development for professionals. A novel methodology was employed called a systematic evidence analysis (SEA), which isolates multiple data sets and involves several stages and layers of analysis. This study involved three separate, but related literature reviews to generate these data sets. The first was a systematic review of leadership development for professionals in multiple domains that identified 56 studies. The second was a review of existing literature reviews on leadership development for physicians that included one non-systematic and six systematic reviews. The third was a systematic review of leadership development for physicians that included 25 studies. A validated instrument, the Medical Education Research Study Quality Instrument (MERSQI), was applied to each of the 25 aforementioned studies to critique their quality. Categories of evidence groupings were then devised based on commonalities among the included studies’ designs. The categories of evidence are: strong, good, moderate, limited, and anecdotal. Further stages of analysis involved investigating two of the conclusions from the best available studies in detail, as well as developing a prototype theoretical model of leadership development and evaluation. The results are that the overall quality of literature is quite low. None of the 25 studies qualifies as strong evidence, two are good evidence calibre, four are moderate, and the remaining 19 are either of either limited or anecdotal quality. The overall mean was in the anecdotal calibre range. Likewise, there were common flaws in the seven literature reviews that were analysed, including failing to tier the findings and conclusions according to the quality of evidence. Conclusions from the strong and moderate evidence studies include that workshops followed by videotaped simulations with expert feedback can improve observable leadership behaviour and contribute to self-awareness. Action-learning is effective in enabling participants to achieve organisational and benefit to patients/clients outcomes, among others. Leadership development has been found to lead to a variety of individual outcomes, such as increased confidence, self-efficacy, and career advancement. Further analysis revealed that Knowles’s (1984) principles of adult education is perhaps the most common educational theory applied to leadership development design. This thesis adapted and expanded his theory by adding two principles, as well as providing examples from the included studies. A second finding was explored in detail, which is the collection of factors before, during, and after interventions that facilitate or inhibit the application of leadership following programmes. These are important not only to enhance the impact of programmes, but to avoid common pitfalls that led several programmes to fail. The beginnings of a theoretical model are offered concerning the cardinal and complementary functions of different developmental activities, which can maximise their utility, especially in reference to specific programme objectives. Another product of the systematic evidence analysis is an outcomes-based prototype theoretical model of leadership design and evaluation. Finally, elements of quality research design and evaluation are presented, as is an overarching proposal to ameliorate the thin nature of the evidence in the field. The conclusions suggest that the state of the literature in the field needs to be improved. This can be done through a combination of stronger individual study and literature review research designs, better reporting, and tiered findings and conclusions based on the quality of the evidence. Outstanding specific gaps in, or extensions of, the knowledge base are included. This thesis provides a clear and transparent elucidation of what is known in terms of optimal leadership development for professionals and the evidence to reinforce it, which can potentially inform practitioners and serve as the foundation for further research. Similarly, those designing and delivering programmes can potentially use aspects of the two conclusions explored, as well as the two theoretical models, to guide their interventions. The intention is that doing so could increase the impact of programmes, as demonstrated by improved outcomes.

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Zuzile, Zikhona Siviwe. "Improving leadership development in the Eastern Cape Treasury: a succession planning and leadership development study". Thesis, Nelson Mandela University, 2018. http://hdl.handle.net/10948/19575.

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Leadership development is very important in business and much is often said about ‘growing’ leaders in business organisations. Leadership development cannot be achieved in one training course or programme, but should rather be an everyday practice of existing leaders. Leader development concentrates on individual leader development, enrichment or attainment of within-person competence while leadership development concentrates on relational development. This paper addresses and outlines how an all-inclusive method to leadership development and succession planning is needed for the employees of the Eastern Cape Treasury. It also looks at the willingness of the existing leadership in government to coach and mentor the youth of today to take on a leadership role when the current leaders exit the market. The head office in Bhisho for the Eastern Cape Treasury has 390 employees and in total, when combined with district offices around the Eastern Cape, there are 454. The questionnaire was sent out to 80 employees and 55 of those were filled and returned to the researcher. The targeted employees were those in the following positions: Administrative Officer, Assistant Director, Deputy Director, Director and Chief Director. The empirical results though showed that Autocratic Leadership and Satisfaction with Compensation Package had no correlation with Leadership development, whereas Organisational Culture, Senior Management Support and Participative Leadership Style showed positive correlation with Leadership development success. Implementing the recommendations might help with improving leadership development in the Provincial Treasury.

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Wilcox, Beverly. "Leadership development of community college students does participation in the Phi Theta Kappa leadership development studies course have an effect on the development of leadership behaviors? /". Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3405.

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Thesis (Ed. D.)--West Virginia University, 2004.
Title from document title page. Document formatted into pages; contains ix, 88 p. Includes abstract. Includes bibliographical references (p. 70-77).

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Hayashi, Ayako. "Leadership development through an outdoor leadership program focusing on emotional intelligence". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215297.

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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, Dept. of Recreation of Park Administration, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1530. Adviser: Alan W. Ewert. "Title from dissertation home page (viewed June 19, 2007)."

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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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Metz, Joep. "Can leadership be taught : a study about leadership development in education". Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43967.

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Historically there has been an ongoing debate whether leadership is innate behaviour, a trait or a skill. I believe leadership is both a skill and a behaviour that exhibits that skill (Doh 2003). ‘This dual definition generated an additional disagreement over whether leadership can be taught’ (Doh 2003, p. 54). I have had conversations with professors, alumni and leaders who have experience with leadership (broadly defined) and more specifically with leadership programmes. I have asked the experts how they would define leadership; if leaders are born; how the profile of a successful leader looks like; and how we should develop leaders. This study indicates that leadership can be enhanced with the development of (1) explicit knowledge (2) tacit knowledge (3) emotional intelligence (4) and ethical leadership.

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Cullina, Helen T. "Leadership development in Egypt : how indigenous managers construe Western leadership theories". Thesis, Heriot-Watt University, 2016. http://hdl.handle.net/10399/3068.

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This research examines the ways in which Egyptian managers make sense of the leadership theories they are exposed to in their work interactions and their in-house leadership development training. This empirical study utilizes Personal Construct Theory to uncover how the indigenous managers construe Western evolved leadership theories. The research strategy follows a phenomenological paradigm, based on a comparative case study centered on an international design consulting firm headquartered in the Middle East region. The data collection tools, i.e., the Repertory Grid Technique (RGT), Personal Value Statements and Storytelling are consistent with an inductive, constructivist approach. The findings illustrate differences in how leadership theories are construed by indigenous managers compared to their UK counterparts and consequently which theories are more and less favoured. An emergent finding that evolved from this enquiry was the differences between Egyptian managers’ espousals and actual day to day leadership practices. This finding raises greater awareness of the role that cultural values play in the cross-cultural arena of leadership. The ethnographic technique of Storytelling brought to light the influence of national culture when leadership is enacted. The findings and results of this thesis throws some much needed light onto a geographical area that recent political events have brought to prominence as well as making a contribution towards understanding the potential barriers of transferring knowledge between cultures that differ in several important ways. The results are also useful from the perspective of Training and Development. Western trainers working in the Middle East region in addition to indigenous trainers seeking to provide effective leadership development programs will be able to discern which Western leadership theories to focus on, adapt and or disregard.

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Collins, Preston. "Servant leadership development a servant leadership development plan for the Southpark Baptist Church of Oklahoma City /". Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p054-0233.

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Flinn, Kevin Paul. "Making sense of leadership development : reflections on my role as a leader of leadership development interventions". Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/13884.

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This thesis examines my experience of leading leadership development. During the last three years I have been researching my role as Head of Leadership and Organisational Development at the University of Hertfordshire (UH), with a view to making sense of and rethinking leadership and approaches to leadership development more generally. This thesis considers how my own thinking and practice has changed and developed as a consequence of paying attention to and reflecting on personal experience, whilst at the same time locating my sense-making in the broader academic scholarship. Narrative accounts of the significant incidents and interactions that I have participated in during the past three years have been shared verbally with the participants on the programmes that I lead, and explored more extensively in written form with colleagues in the learning community on the Doctorate in Management (DMan) programme at UH, as a means of intensifying my sense-making and its generalisability to a community of engaged enquirers. My research was prompted by disillusionment with the dominant discourse on leadership and leadership development based as it is on theories, frameworks, tools and techniques that privilege a form of autonomous, instrumental rationality and deceptive certainty that did not reflect the social, non-linear, uncertain day-to-day realities faced by me and the managers with whom I worked. In this thesis, I draw on my experiences as a manager, leader of leadership development, and a student of leadership development, to problematise the mainstream managerialist conceptions of leadership and organisation that are now part of the organisational habitus (Bourdieu, 1977) in the UK. The rise and naturalisation of managerialist ideology across the private, public, and charitable sectors in the UK makes it an inordinately difficult perspective to contest without risking some form of exclusion. I contend that my experience of attempting to encourage radical doubt and enquiry rather than the mindless acceptance and application of conventional wisdom contributes to knowledge in the field of leadership and organisational development by providing insight into and an alternative way of thinking about and practising leadership and leadership development. In contesting dominant conceptions, I proffer a more reality congruent alternative to mainstream thought. I draw on the perspective of complex responsive processes of relating (Stacey et al, 2000, Griffin, 2002, Shaw, 2002), critical management studies (Alvesson and Willmott, 1996), social constructionism (Berger et al, 1966), and other thinkers critical of managerialist conceptions of leadership and leadership education (Khurana, 2007) to explore leadership as a social, relational activity where leaders are co-participants, albeit highly influential ones, in the ongoing patterning of relationships that constitute organisation. However, I argue that it is insufficient for management educationalists to snipe critically at managerialism from the sidelines, problematising one perspective and simply replacing it with another (Ford et al, 2007), leaving their participants ill-equipped to navigate the potentially destructive political landscape of day-to-day organisational life. While the dominant discourse on leadership and organisation is flawed, to avoid exclusion managers must still become fluent in the language and practice of managerialism, the ideology that has come to dominate the vast majority of organisational communities in which they find themselves. In this thesis, I argue that it is crucial for managers and leaders of leadership development to engage with a polyphony of perspectives, and develop the reflective and reflexive capacity to continuously explore and answer for themselves the questions who am I, and what am I doing, who are we, and what are we doing?

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Finn, Fran A. "Leadership development through executive coaching: The effects on leaders' psychological states and transformational leadership behaviour". Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/17001/1/Fran%20Finn%20Thesis.pdf.

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Executive coaching has been described as a multibillion dollar enterprise (Ennis, 2004) costing some organisations up to $15,000 (USD) a day (Berglas, 2002). Executive coaching has also been reported as the second fastest growth industry (Wasylyshyn, 2003). Despite these astounding figures, empirical executive coaching research is still limited, thus more randomised, controlled studies are required (Grant, 2005). There is a fundamental need for high quality research to demonstrate the effects of executive coaching and provide justification for the level of commitment expended. The current research program addressed this need through three studies which together provide empirical evidence as to the psychological and behavioural effects of executive coaching. In the first study, twenty-three leaders from a year long transformational leadership development program volunteered to participate in six sessions of executive coaching. The study examined the effects of executive coaching on leaders' psychological states, specifically, their self-efficacy, developmental support, positive affect, openness to new behaviours and developmental planning. The study had an experimental design with random assignment of leaders to training and control groups which provided a rigorous basis to distinguish the effects of executive coaching from the effects of other leadership interventions in the program. Comparison of the training group (after six executive coaching sessions) with the control group (who had not received coaching) revealed that the training group reported significantly higher levels of self-efficacy, developmental support, openness to new behaviours, and developmental planning compared with the control group. No significant effects were observed for positive affect. Further analysis, however, revealed that the significant differences between the training group and the control group were due to a decrease in the control group before they commenced executive coaching, rather than because the training group increased on the psychological measures after participating in executive coaching. It was proposed that this pattern of results occurred because the pre-coaching measures were obtained at the end of a two day training workshop, when the psychological measures may have already been relatively high. Thus, the effect of executive coaching was to sustain the impact of the workshop for the training group. A longitudinal analysis was also carried out in Study One to examine whether the effects of executive coaching on the psychological variables were sustained over time. The pattern of change was examined at three time points: time one, prior to the commencement of executive coaching, time two, after the completion of six coaching sessions, and time three, six months after the completion of the six coaching sessions. This analysis was also affected by the training group's high precoaching measures, but when the analyses were restricted to the control group (n=6) – who by this stage had received executive coaching, significant change over time was observed on all of the study measures, which was sustained up to six months after the completion of regular coaching sessions. However, because the control group sample was small, these findings were tested again in Study Two. The primary aim of Study Two though was to evaluate effects of executive coaching on transformational leadership behaviour, measured with self, supervisor and team member ratings. Twenty-seven leaders participated in this study. In the first instance, an experimental design was used to investigate whether leaders in the training group, who had been exposed to executive coaching, received higher ratings in transformational leadership behaviour compared with leaders in the control group. In the second instance this study examined whether there was change in transformational behaviour over time, observed in the area that was the focus of leaders' developmental efforts. Both approaches yielded similar findings in that the team member feedback identified significant improvement in leaders' transformational leadership behaviour after executive coaching. There were no significant changes in leaders' self or supervisor ratings after executive coaching. When the psychological effects of executive coaching were re-examined in Study Two, the expected differences were observed between the training and control groups. However, once again, the data from the training group failed to show the anticipated pattern of improvement over time. This failure was attributed to the small sample size and low statistical power. Consequently, a final analysis was conducted combining the data from leaders who participated in Study One and Study Two. This analysis measured change in leaders' psychological states from pre-to post-executive coaching and confirmed that after executive coaching leaders experienced effects in the five psychological states measured. Thus, overall, the data from the two studies supported the psychological impact of executive coaching. In Study Three a qualitative approach was employed to triangulate the quantitative results from Study One and Study Two. Eight leaders were randomly identified from the Study One and Study Two samples, and interviews were carried out with these leaders, their supervisors, two team members and their coaches (a total of 40 interviews). The interview data confirmed the effect of executive coaching on the previously investigated psychological variables and also identified coaching as providing leaders with a sense of greater control. In terms of transformational leadership behaviours, all participants in the study identified improvements in leaders' behaviour, particularly in communication, and the transformational leadership dimensions of intellectual stimulation, inspirational motivation and individualised consideration. One further aim of Study Three was to investigate the environmental conditions to determine the impact they had on the effectiveness of executive coaching. Constant change and high work load were most frequently identified as restricting participants' ability to benefit from executive coaching. Overall, this program of research has demonstrated leadership development through executive coaching. The studies revealed that executive coaching positively enhanced the psychological states of self-efficacy, developmental support, positive affect, openness to new behaviours, and developmental planning. Impressively, the results also showed that executive coaching had sustained effects on some of the psychological states, and on team members' perceptions of their leader's transformational leadership behaviour. Practically, these findings justify the use of executive coaching in organisational settings. Theoretically, these outcomes augment the limited body of knowledge in this area.

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Finn, Fran A. "Leadership development through executive coaching : the effects on leaders' psychological states and transformational leadership behaviour". Queensland University of Technology, 2007. http://eprints.qut.edu.au/17001/.

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Executive coaching has been described as a multibillion dollar enterprise (Ennis, 2004) costing some organisations up to $15,000 (USD) a day (Berglas, 2002). Executive coaching has also been reported as the second fastest growth industry (Wasylyshyn, 2003). Despite these astounding figures, empirical executive coaching research is still limited, thus more randomised, controlled studies are required (Grant, 2005). There is a fundamental need for high quality research to demonstrate the effects of executive coaching and provide justification for the level of commitment expended. The current research program addressed this need through three studies which together provide empirical evidence as to the psychological and behavioural effects of executive coaching. In the first study, twenty-three leaders from a year long transformational leadership development program volunteered to participate in six sessions of executive coaching. The study examined the effects of executive coaching on leaders’ psychological states, specifically, their self-efficacy, developmental support, positive affect, openness to new behaviours and developmental planning. The study had an experimental design with random assignment of leaders to training and control groups which provided a rigorous basis to distinguish the effects of executive coaching from the effects of other leadership interventions in the program. Comparison of the training group (after six executive coaching sessions) with the control group (who had not received coaching) revealed that the training group reported significantly higher levels of self-efficacy, developmental support, openness to new behaviours, and developmental planning compared with the control group. No significant effects were observed for positive affect. Further analysis, however, revealed that the significant differences between the training group and the control group were due to a decrease in the control group before they commenced executive coaching, rather than because the training group increased on the psychological measures after participating in executive coaching. It was proposed that this pattern of results occurred because the pre-coaching measures were obtained at the end of a two day training workshop, when the psychological measures may have already been relatively high. Thus, the effect of executive coaching was to sustain the impact of the workshop for the training group. A longitudinal analysis was also carried out in Study One to examine whether the effects of executive coaching on the psychological variables were sustained over time. The pattern of change was examined at three time points: time one, prior to the commencement of executive coaching, time two, after the completion of six coaching sessions, and time three, six months after the completion of the six coaching sessions. This analysis was also affected by the training group’s high precoaching measures, but when the analyses were restricted to the control group (n=6) – who by this stage had received executive coaching, significant change over time was observed on all of the study measures, which was sustained up to six months after the completion of regular coaching sessions. However, because the control group sample was small, these findings were tested again in Study Two. The primary aim of Study Two though was to evaluate effects of executive coaching on transformational leadership behaviour, measured with self, supervisor and team member ratings. Twenty-seven leaders participated in this study. In the first instance, an experimental design was used to investigate whether leaders in the training group, who had been exposed to executive coaching, received higher ratings in transformational leadership behaviour compared with leaders in the control group. In the second instance this study examined whether there was change in transformational behaviour over time, observed in the area that was the focus of leaders’ developmental efforts. Both approaches yielded similar findings in that the team member feedback identified significant improvement in leaders’ transformational leadership behaviour after executive coaching. There were no significant changes in leaders’ self or supervisor ratings after executive coaching. When the psychological effects of executive coaching were re-examined in Study Two, the expected differences were observed between the training and control groups. However, once again, the data from the training group failed to show the anticipated pattern of improvement over time. This failure was attributed to the small sample size and low statistical power. Consequently, a final analysis was conducted combining the data from leaders who participated in Study One and Study Two. This analysis measured change in leaders’ psychological states from pre-to post-executive coaching and confirmed that after executive coaching leaders experienced effects in the five psychological states measured. Thus, overall, the data from the two studies supported the psychological impact of executive coaching. In Study Three a qualitative approach was employed to triangulate the quantitative results from Study One and Study Two. Eight leaders were randomly identified from the Study One and Study Two samples, and interviews were carried out with these leaders, their supervisors, two team members and their coaches (a total of 40 interviews). The interview data confirmed the effect of executive coaching on the previously investigated psychological variables and also identified coaching as providing leaders with a sense of greater control. In terms of transformational leadership behaviours, all participants in the study identified improvements in leaders’ behaviour, particularly in communication, and the transformational leadership dimensions of intellectual stimulation, inspirational motivation and individualised consideration. One further aim of Study Three was to investigate the environmental conditions to determine the impact they had on the effectiveness of executive coaching. Constant change and high work load were most frequently identified as restricting participants’ ability to benefit from executive coaching. Overall, this program of research has demonstrated leadership development through executive coaching. The studies revealed that executive coaching positively enhanced the psychological states of self-efficacy, developmental support, positive affect, openness to new behaviours, and developmental planning. Impressively, the results also showed that executive coaching had sustained effects on some of the psychological states, and on team members’ perceptions of their leader’s transformational leadership behaviour. Practically, these findings justify the use of executive coaching in organisational settings. Theoretically, these outcomes augment the limited body of knowledge in this area.

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Thomas, Keith Trevor, i mikewood@deakin edu au. "Understanding educational process in leadership development". Deakin University. School of Social and Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051110.134710.

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This thesis is a case study of educational process in the leadership development program of the Australian Defence Force Academy. The intention is to determine the relative emphasis in educational process on the conventional command and managerial compliance (Type A) style and the emergent contingent and creative (Type B) style of leadership. The Type A style is theorised as emphasizing hierarchy and control, whereas the emphasis in a Type B style is on adaptive and entrepreneurial behaviour. This study looks at the learning process in a cultural and structural context rather than focus on curriculum and instructional design. Research in this wider context is intended to enable development processes to successfully bridge a gap between theory and practice, implicit in studies that identify theories 'in-operation' as different from the theories 'espoused' (Argyris 1992, Savage 1996). In terms of espoused and in-use theory, the study seeks to produce a valid and reliable result to the question: what is the relative emphasis on the two leadership styles in the operation of the three educational mechanisms of curriculum, pedagogy (teaching practice) and assessment? The quantitative analysis of results (n = 114) draws attention to both leadership styles in terms of two and three-way relationships of style, cadet or work group and service type. The data shows that both Type A and Type B leadership styles are evident in the general conversation of the organisation. This trend is present as espoused theory in the curriculum of the Defence Academy. However, the data also confirm a clear and strong emphasis towards command and managerial compliance as theory-in-use, particularly by cadets. This emphasis is noticeably evident in the teaching and assessment practice of the Defence Academy. Other research outcomes include the observation that: Contextually, while studies show it is difficult to isolate skills from their cultural and biographical context (Watkins, 1991:15), this study suggests that it is equally difficult to isolate skills development from this context. There is a strong task or instrumental link identified by cadet responses in terms of content and development process at the Defence Academy, in contrast to the wider developmental emphasis in general literature and senior officer interviews. There is a lack of awareness of teaching strategies and development activity consistent with espoused Type B leadership theory and curriculum content. This gap is compounded by the use in the Defence Academy of personnel without teaching expertise or suitable developmental experience. The socialisation of cadets into the military workplace is the primary purpose of training. This purpose appears taken for granted by all concerned - staff, cadets and senior officers. Defence Academy development processes appear to be faced with a dilemma. Arguably, training and learning from experience are limited approaches to development. Training, which involves learning by replication, and learning from experience, which is largely imitative, are both of little use when people are faced with novel and ambiguous situations. This study suggests that in order to support the development of capabilities that go beyond training based competence a learning and development approach is needed. This more expansive approach requires educational planners to consider the cultural and social context that can inadvertently promote the status quo in practice over espoused outcomes.

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26

Williams, Lorne Murray. "Undergraduate leadership development, augmenting existing curriculum". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59492.pdf.

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Lysne, Daniel W. "Elementary principals' development of instructional leadership /". Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7606.

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Burger, C. H. (Charles Hamman). "Facilitation : coaching guidelines towards leadership development". Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53420.

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Thesis (MBA)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: Facilitation is considered one of the core leadership skills needed for young managers today. In order to master the principles of facilitation, it is necessary for potential facilitators to have a thorough understanding of the four main elements of facilitation namely, The Task at hand, the personal characteristics, skills and techniques required of facilitators, the group dynamics that come into play in the facilitation process and the facilitation process itself. In the continuously changing environment of business, it is important that managers lead their organisations and teams through change with a facilitation management style. In order to cope with change, it is necessary to understand what change is and how it will affect the organisation and the people working for the organisation. This study intends to give young, talented managers the skills to be effective facilitators in their organisations. It is intended to give talented managers a working document to help them manage in a constantly changing environment where much is expected of them regarding management styles and social interaction.
AFRIKAANSE OPSOMMING: Fasilitering word beskou as een van die kern leierskapsvaardighede wat van vandag se jong bestuurders verwag word. Ten einde die beginsels van fasilitering baas te raak, is dit belangrik dat voornemende fasiliteerders 'n deeglike begrip moet hê van die vier basiese beginsels van fasilitering naamlik, Die Taak wat afgehandel moet word, die eienskappe waaroor fasiliteerders moet beskik, die groepsdinamika betrokke in fasilitering en die proses van fasilitering self. In die voortdurend veranderende besigheidsomgewing is dit belangrik dat bestuurders hul organisasies en spanne lei aan die hand van 'n fasiliterende bestuurstyl. Ten einde verandering te kan hanteer, is dit nodig om te verstaan wat verandering behels en hoe dit die organisasie en die mense wat vir die organisasie werk beïnvloed. Dit is die doelwit van hierdie studie om jong, talentvolle fasiliteerders die vaardigheid te gee om effektiewe fasiliteerders in hul organisasies te wees. Dit is die bedoeling om talentvolle bestuurders 'n werksdokument te gee om hulle te help om te bestuur in 'n konstante veranderende omgewing waar baie van hulle verwag word rakende bestuurstyle en die interaksie met mense.

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Rosengren, Anna, Elsayed Mohamed Maher i Niklas Eklund. "Corporate leadership development programs towards sustainability". Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14780.

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With the increasing level of complexity that leaders face today, represented in the accelerating pace of technology advancement and globalization, along with the climate change indicators reaching unprecedented levels, the need for good leadership quality has become more crucial than ever. The Framework for Strategic Sustainable Development provides a systems perspective, a principle-based definition and a way to strategically move towards sustainability, however still there is a need to specify what is required for leaders to lead organizations through this process. The aim of the thesis is to explore how corporate leadership development companies can develop the essential leadership competencies to address the sustainability challenge. The study used the Key Competences in Sustainability Framework as a base to interview six leadership development companies from different areas in the world. The findings revealed that there is an essential need for self-development for leaders to handle complexity, as well as the need from leaders to create the proper conditions for their organizations to utilize the competences from the KCSF. Furthermore the results also showcased the need for standard common definition regarding sustainability.

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30

Taylor, Eric J. "A parish-based leadership development seminar". Theological Research Exchange Network (TREN), 2000. http://www.tren.com.

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Brabham, Carla Brabham. "Principals' Perceptions of Instructional Leadership Development". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3865.

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Instructional leadership is an important aspect of student achievement and the overall success of schools. Principals, as instructional leaders, need continual reflection on their competency. Job-embedded professional development (JEPD) for teachers is implemented and monitored by instructional leaders. The purpose of this case study was to examine the perceived instructional leadership development of two principals at two schools where JEPD was used. Weber's model of instructional leadership guided the research questions on how the implementation of JEPD affected the principals' instructional leadership growth and development. Data collection occurred through interviews, observations during principal-led JEPD sessions, and document review after which information was coded, and themes were identified resulting in thick, rich descriptions of the experiences of principals. The findings of this study suggested that participants' growth in leadership development was unfocused and unmeasured. The study supports positive social change by providing professional development to promote and measure instructional leadership development of principals as they implement a system of JEPD for the teachers of their respective schools. Principals, teachers, and ultimately students will benefit from focused leadership development.

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32

Foley, Virginia P. "Professional Development". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/5996.

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Lynch, Makena Rae. "Evaluation of a Leadership Development Program’s Impact on Student-Athlete Leadership Behaviors". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu158333663268914.

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Barday, Mohammed Asief. "Contribution of coaching, as part of the blended leadership programme, towards a leader's development and leadership development". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97418.

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Thesis (MPhil)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The aim of this research assignment was to determine the contribution coaching has made, as part of a blended leadership development programme, towards the development of individual leaders and leadership development at Transnet Freight Rail. This was aimed at identifying ways in which the coaching component may be improved. The research was undertaken with a group of high-potential leaders, at an operating division of the parastatal company Transnet, in South Africa. A qualitative research methodology was used and, within that framework, a phenomenological case study design. The research data was gathered, using semi-structured interviews, from 13 participants who received external coaching as part of the blended programme. The findings confirm that coaching, combined with blended leadership development activities, has a synergistic and positive impact on the individual and the organisation, enhancing both the human and social capital at Transnet Freight Rail. The participants expressed a multitude of benefits from receiving coaching: improvements in various aspects of their personal, social and cognitive competence, as well as assisting in their learning, retention and application of the other modules of the blended programme. The coaching intervention has assisted participants in enhancing and applying their own coaching skills within the organisation. This was accomplished by their experience of having been coached, by using the example from the sessions and through the coaching course attended as part of the blended programme. The findings in this research assignment suggest that coaching is making a positive contribution to leadership development at TFR by strengthening the leadership capacity, developing a coaching culture, improving strategic thinking when problem-solving, improving decision-making, improving productivity, increasing employee morale, and improving the individual's performance thereby benefiting the organisation. Coaching has also resulted in greater teamwork, broader understanding of the business, retention of talented employees and has demonstrated to employees that the organisation is committed to developing its staff and helping them to improve their skills.

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Wright, David W. "Student Leadership Development| How Do Liberal Arts Colleges Enhance Socially Responsible Leadership?" Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557574.

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Student leadership development is a key initiative at many colleges and universities in the United States today. Many of the liberal arts institutions in America have leadership development of their student population as one of the fundamental elements of their educational objectives (Astin, 1997; Durden, 2001; Rothblatt, 2003). This study utilized a qualitative, multiple-case study design to explore how two liberal arts institutions developed socially responsible leaders within their student population. An expert-driven, purposeful sampling strategy was utilized for this study. Using an interview and focus group protocol that was framed by the Social Change Model of Leadership (SCM), the researcher also used a documentation review to collect data. The findings were reported as two individual case studies, followed by a cross-case analysis looking for areas of convergence and divergence between the institutions. The SCM was an effective theoretical framework to determine how these liberal arts institutions develop socially responsible leaders. Each of the eight constructs from the SCM was addressed by the study's research question and subquestions. The findings from the study were consistent with the student learning and development analogous with the descriptions of the constructs from the theoretical framework. However, there were several influences on student leadership development that were underrepresented in the findings. Thus, the recommendations offered, along with other findings of the study, propose tactics for more thorough development of socially responsible leaders at liberal arts institutions.

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Andrews, Rushda Ruth. "Where leaders learn: constructions of leadership and leadership development at Rhodes University". Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003903.

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This thesis explores the Where Leaders Learn slogan of Rhodes University. It does this by means of an analysis of discourses constructing leadership and leadership development within the institutional context. The discourse analysis was made possible as a result of interviews with a range of people involved in leadership and leadership development at the University. The analysis revealed that leadership development is constructed as taking place within a highly structured system that enables instructional and managerial leadership but constrains transformational leadership. The discourses that give meaning and understanding to the construct of leadership draw heavily on position within a hierarchy. The discourse of functional efficiency is enabled through practices related to reward, recognition, succession planning and mentorship which all serve to replicate the existing leadership structures creating more of the same and in essence stifling the potential for emancipatory leadership. The analysis also shows that a discourse of collegiality serves to create a false sense of a common understanding of leadership in the light of evidence of uncertainty and contestation around the meaning of the slogan Where Leaders Learn and, by association, the very construct of leadership. The discursive process of understanding leadership and developing an institutional theory for the purposes of infusing this into a curriculum poses many challenges. Barriers to new ways of thinking reside within the researchers' ontological and epistemological commitments. This amplifies the need for a more reflective ontology towards leadership and its consequences, especially so in a multidisciplinary environment such as Rhodes University.

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Iwowo, Vanessa. "Knowing in context : a postcolonial analysis of contemporary leadership development and leadership education". Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/4087.

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The thesis contributes to the emerging critical perspective on global management education and leadership development in a multi-faceted world. It takes a critical look at leadership, particularly with respect to how this is conceptualised and understood, and also, what are the implications for such epistemological leanings. This is in light of recent criticisms of global management education, and other salient questions of knowledge imperialism and ethnocentrism that arise with respect to how knowledge is created and represented. Furthermore, there are even more pertinent questions of universality and contextual applicability, given the relevant issue of cultural diversity and what many researchers increasingly suggest is the socially constructed nature of leadership. To this end, it has been suggested that there might be a possibility of contextual dissonance between mainstream leadership paradigms and the lived socio-cultural reality of many non-western societies. This is in view of the fact that there are as many definitions of leadership as those who have tried to define it (Stodgill, 1970), such that there is now no one universal ‘truth’ about leadership (Billsberry, 2007) because leadership is a process of reality construction that is grounded in the management of meaning (Smircich and Morgan, 1982), so that it means ‘different things to different people’ (Gill, 2006; p.7). This thesis therefore investigates the contemporary practice of leadership development/leadership education and in particular, questions its application as a management learning intervention in the contexts within which it is deployed. It explores the pertinent question of contextual dissonance and in this, critically examines leadership development as a catalyst for organisational change within the context of a global non-profit organisation, and again, as a tool for management development in the context of a non-western society. Findings indicate the presence of a strong community orientation that is seemingly consistent with the philosophical underpinnings of indigenous community practices in Africa and that reflect a noticeable degree of contextual dissonance between mainstream paradigms of leadership and the lived experiential reality of programme participants in the context understudied i.e. Nigeria. Subsequently, this thesis proposes a model of leadership development that may begin to address this contextual gap; one that although acknowledges the conceptual importance of the mainstream, is fundamentally accommodating of the local knowledge frameworks within which it is deployed. Overall, the research contributes to understandings of Leadership Development in that it uncovers how ‘knowledge’ about leadership is conceptualised within the studied context and it generates new insight into how leadership development as a contemporary practice is constructed within this environment; in particular, how this is negotiated and engaged with relative to that society. Secondly, it advances a model through which contemporary management education interventions may account for the lived socio-cultural reality of the contexts within which they are applied.

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Mitchell, Mary E. "Reaping the Seeds of Leadership: Evaluating a Proposed Model of Lifespan Leadership Development". Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538684/.

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Though research suggests that several factors are related to the onset of leadership, few researchers have endeavored to determine how these factors may interact to bring about early leadership development. A descriptive discriminant analysis was conducted to test the validity of early factors cited by Murphy and Johnson; namely, lower scores on measures of temperamental negative affect, higher scores of temperamental extraversion, effortful control, orienting sensitivity, authoritative parenting style, secure adult attachment, older relative age, and more reported team sports and extracurricular activities experiences were hypothesized to predict current and past leaders versus never leaders. Additional analyses investigated possible gender differences in how these early factors may predict leader occupancy. The results indicate that early factors are able to predict leadership status for male students, though a majority of the variance in leader status is still left unaccounted. Implications for future leadership development research and training are discussed.

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Mitchell, Mary E. "Cultivating the Seeds of Leadership: Evaluating a Proposed Model of Lifespan Leadership Development". Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538684/.

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Though research suggests that several factors are related to the onset of leadership, few researchers have endeavored to determine how these factors may interact to bring about early leadership development. A descriptive discriminant analysis was conducted to test the validity of early factors cited by Murphy and Johnson; namely, lower scores on measures of temperamental negative affect, higher scores of temperamental extraversion, effortful control, orienting sensitivity, authoritative parenting style, secure adult attachment, older relative age, and more reported team sports and extracurricular activities experiences were hypothesized to predict current and past leaders versus never leaders. Additional analyses investigated possible gender differences in how these early factors may predict leader occupancy. The results indicate that early factors are able to predict leadership status for male students, though a majority of the variance in leader status is still left unaccounted. Implications for future leadership development research and training are discussed.

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Lippstreu, Michael. "Revisiting fundamental concepts of transformational leadership theory: a closer look at follower developmental processes". Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/33973.

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One of the fundamental ideas of transformational leadership theory is that transformational leaders develop their followers into transformational leaders. Unfortunately, there has been surprisingly little research on this topic. Although prior research has established a relationship between supervisor transformational leadership and follower transformational leadership (i.e., supervisor transformational leadership is positively related to follower transformational leadership), more research is needed to identify potential follower process variables and the interrelationships between cognitive, motivation, and behavioral variables that may be relevant to the development process of followers. This study initiated a closer examination of the process variables in three phases. First, the direct relationship between supervisor transformational leadership and various follower variables relevant to the development process was examined. Second, this study summarized the interrelationships between the process variables in a structural model, including a test of the indirect effects of supervisor transformational leadership on follower outcomes through more proximal follower variables. Third, this study explored transformational leadership theory's unique contribution to the understanding of leader-follower processes by comparing some of the relationships tested in this study to analogous relationships using other highly researched leadership styles, such as transactional leadership, initiating structure, consideration, and leader-member exchange. The findings supported several of the hypotheses involving direct relationships between supervisor transformational leadership and the follower variables relevant to self-concept, development orientation, development motivation, development activity, and leadership behavior. There was also support for partial mediation of the relationship between supervisor transformational leadership and the follower outcome variables (through follower developmental processes). Contrary to hypotheses, several of the alternative leadership styles showed comparable or at times better prediction of follower developmental variables, which suggests that the follower development process may not be unique to transformational leadership theory.

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Dinsdale, Anne. "Leadership and faith development in campus ministries". Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3897.

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42

Brown, Steven A. "Evaluating leadership development curriculum based on learning contract feedback". Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0564.

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Sinha, Ranjit. "Rural leadership, Panchayat raj and rural development". Thesis, University of North Bengal, 1988. http://hdl.handle.net/123456789/318.

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Steinke, Robin J. "The development of clergy leadership expediency vs. integrity /". Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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45

Conley, Kathryn. "Youth Leadership Development and Peer-Led Initiatives". VCU Scholars Compass, 2009. http://hdl.handle.net/10156/2395.

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46

Velasco, Moreno Ferran. "Effective Goal Setting in Leadership Development Programs". Doctoral thesis, Universitat Ramon Llull, 2019. http://hdl.handle.net/10803/667295.

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Cada vegada més professionals s’inscriuen a programes de formació executiva, especialment a aquells orientats al desenvolupament directiu, amb l’objectiu d’embarcar en una transició personal o professional. En conseqüència, quan es demana als participants d’aquests programes establir objectius de desenvolupament i definir els corresponents plans d’acció, els participants inclouen no només el desenvolupament de competències de lideratge sinó que freqüentment també inclouen aspiracions personals i objectius de carrera a més llarg termini. El propòsit d’aquesta recerca és descobrir com el procés de fixació d’objectius en programes de desenvolupament directiu pot ser més eficaç i ajudar als participants a avançar cap als objectius establerts. Per contestar aquesta pregunta de recerca, primer hem desenvolupat una escala que mesura el progrés cap als objectius. Aquesta mesura ha estat després utilitzada en un estudi exploratori com a variable de criteri per tal de desenvolupar un codi que avalua la qualitat dels objectius i plans d’acció. Els resultats d’aquest estudi mostren que la fixació d’objectius és més eficaç quan (1) parteix d’una visió específica, (2) articula una narrativa d’objectius en forma de full de ruta, (3) inclou intencions de buscar informació i (4) intencions d’actuar. Finalment, aquests resultats han estat validats mitjançant una intervenció en el programa MBA executiu de ESADE. Més enllà de la contribució teòrica a la literatura sobre la fixació d’objectius, aquesta recerca té implicacions pràctiques immediates ja que els programes de desenvolupament directiu la poden utilitzar com a guia per augmentar l’eficàcia del procés de fixació d’objectius, i conseqüentment per ajudar els seus participants a avançar en l’assoliment de les seves aspiracions professionals i personals.
Cada vez más profesionales se inscriben en programas de formación ejecutiva, especialmente en aquellos orientados al desarrollo directivo, con el objetivo de embarcar en una transición personal o profesional. En consecuencia, cuando se pide a los participantes de estos programas establecer objetivos de desarrollo y definir los correspondientes planes de acción, los participantes incluyen no solo el desarrollo de competencias de liderazgo, sino que frecuentemente también incluyen aspiraciones personales y objetivos de carrera a más largo plazo. El propósito de esta investigación es descubrir cómo el proceso de fijación de objetivos en programas de desarrollo directivo puede ser más eficaz y ayudar a los participantes a avanzar hacia los objetivos establecidos. Para contestar a esta pregunta de investigación, primero desarrollamos una escala que mide el progreso hacia los objetivos. Esta medida fue después utilizada en un estudio exploratorio como variable de criterio para desarrollar un código que evalúa la calidad de los objetivos y planes de acción. Los resultados muestran que la fijación de objetivos es más eficaz cuando (1) parte de una visión específica, (2) articula una narrativa de objetivos en forma de hoja de ruta, (3) incluye intenciones de buscar información y (4) intenciones de actuar. Finalmente, estos resultados son validados mediante una intervención en el programa MBA ejecutivo de ESADE. Más allá de la contribución teórica a la literatura sobre la fijación de objetivos, esta investigación tiene implicaciones prácticas inmediatas ya que los programas de desarrollo directivo la pueden utilizar como guía para aumentar la eficacia del proceso de fijación de objetivos, y consecuentemente para ayudar a sus participantes a avanzar en la consecución de sus aspiraciones profesionales y personales.
Many professionals increasingly join executive education programs, especially those that focus on leadership development, to embark on a personal or professional transition. Consequently, when participants are asked to set development goals and an action plan, these often comprise not only the improvement of leadership competencies but also longer-term personal aspirations and career goals. Not all participants, however, attain the goals to the same degree. The purpose of this research was to discover how the goal-setting process in leadership development programs can be more effective in helping participants engage in goal pursuit. To answer this research question, we first developed a scale that measures goal progress. This scale was then used in an exploratory study as the criterion variable for developing a code that assesses goal-setting quality. Results showed that goal-setting is most effective when (1) it is leveraged on a specific vision, (2) it articulates a meaningful goal narrative, (3) it includes intentions to seek information and (4) intentions to act. Finally, these results were validated by means of an intervention in the executive MBA program of ESADE. Besides the theoretical contribution to the literature of goal setting and intentional change, this research has immediate implications for practice as it guides leadership development programs in making their goal-setting process more effective, and in ultimately helping their participants to engage in the pursuit of their career and life aspirations.

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Philp, Gerald Martin. "Student leadership development in high school band /". Full-text of dissertation on the Internet (10.88 MB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/philpgm/philpgm_masters_05-06-2010.pdf.

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Nicholson, Helen. "The undoing of identity in leadership development". Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/6878.

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Leadership development theory and practice is increasingly turning its gaze on identity as a primary focus of development efforts. This thesis investigates the processes, practices, and tensions that participants experience when called to work upon their identity in the name of leadership development. It argues that current leadership development research focuses on identity construction, acquisition, and maintenance and therefore how identities can be enlarged, evolved, stabilised, and strengthened. This reflects a pattern found more broadly in organisation studies, where identity work is primarily theorised as involving construction, maintenance, and regulation. Whilst these are important insights, this thesis focuses on a collection of identity work practices that are underdeveloped in the literature: the deconstruction, unravelling, destabilising, letting go, and loss that can be experienced in the pursuit of work upon one‘s self. I group these experiences, amongst others, under the conceptual term "undoing". I position this term as a kaleidoscopic concept and describe seven different ways in which it manifests. This thesis centres on an ethnographic study of an 18-month leadership development programme based in New Zealand. It draws on material gathered from face-to-face observations, written reflection assignments, and thousands of online postings recorded on a virtual learning platform. Informed by social constructionism, particular attention is given to the discursive analysis of interactions in order to explore the relational nature of identity undoing. Whilst it may appear that this thesis proposes to refocus identity work research from construction to undoing, I instead encourage a dialectical understanding of the two in order to explore how they "inhabit each other" (Cooper, 1989, p. 483). This thesis concludes by deconstructing this binary opposition as well as two others (facilitator/participant and care/criticism) that are vital to the existence of undoing efforts in leadership development. As a result, I offer a range of theoretical and practical implications for leadership development and identity research.
Whole document restricted until August 2012, but available by request, use the feedback form to request access.

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Kennedy, Helen, i Helen E. Kennedy@hotmail com. "Cultivating Indigenous Capacity Building Through Leadership Development". RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091015.154146.

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This research explored how my own life experiences and leadership journey have informed my professional practice in Indigenous capacity building. The relationship between Indigenous capacity building and the promotion of Ieadership development is the underlying basis of my research. This is an increasingly important area in Aboriginal Affairs and public policy given the currency of debates around Indigenous capacity building as a strategy towards overcoming entrenched disadvantage experienced by so many Indigenous people. This is juxtaposed with the increasing recognition of the need to promote new and emerging Indigenous leadership as a strategy to ensure the future survival and growth of strong, self-determining Aboriginal communities. A key element of my research is the development and construction of a model which describes the key characteristics or determinants of Indigenous capacity building through developing Indigenous leadership. This has been constructed from my own experiences, research and analysis and reflects the primacy of leadership in debates around Indigenous capacity building. The model demonstrates that there are three key separate yet interrelated components of Indigenous capacity building through promoting leadership development. Interwoven through and between each of these components is the importance of culture which is the all permeating centre of the model and cannot be underestimated. The first component in the model focuses on the importance of internally based capacity building which I have described as 'intra capacity building.' This represents a cluster of interdependent characteristics that combined together, contribute towards building stronger 'internal' capacities as a necessary strengthening factor which builds resilience and are all essential leadership qualities. They includes attributes such as the development of self knowledge, self confidence and self awareness, cultural identify and healing from the impacts of colonisation. The second component in the model focuses on the importance of the more externally developed 'inter capacity building' which explores the importance of connection to supportive and quality relationships, an increase in the building of networks and their application to the workplace as well as pathways to employment and education. The third component of the model focuses on the combined impact of intra-personal and inter-personal capacity development on the broader Aboriginal community through contributing towards growing and sustaining the leadership base and ensuring on-going community engagement through governance arrangements. This exegesis will provide a major contribution to the growing amount of work on Indigenous capacity building and recognition of the integral role of leadership development in this context. The project element of my research will further contribute to this by promoting key learnings from my research by making available a training resource guide for use in education, training and community settings. My conclusion acknowledges the significant life experiences and leadership journey I have personally experienced, which are parallel in nature to the experiences of the many Koorie leadership participants.

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Daigle, Kay. "Leadership development for women in the church". Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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