Thesis (Ph.D.)--University of Waikato, 2008. / Title from PDF cover (viewed April 7, 2009) Includes bibliographical references (p. 281-296)

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This dissertation explored a type of qualitative case study based on the experiences of 11 graduates from Leadership Collier, a Naples, Florida-based leadership program, who had run for public office after completing the program. The researcher assessed the program goals, participant experiences and motivation with regard to community involvement and running for elected office. It was the belief of the researcher that there was a need for more qualified and effective leaders to run for public office at the local, state, and national levels of government. Therefore, the purpose of this dissertation study was to understand what leadership experiences gained through participating in a leadership training program could empower and motivate a person to run for public office. Information provided in this dissertation includes an introduction, the study’s purpose and research questions, methodology, critical terms, an examination of the literature review, study findings, researcher reflections, and recommendations for future studies. Data analysis codes in this study include sense of community, social capital, program design, confidentiality, diversity, bonding, empowerment, and motivation. Research findings showed that Leadership Collier has motivated and empowered select citizens to run for public office by providing experiences that have enabled individuals to develop leadership skills, become aware of community issues, develop confidence and a sense of community, expand social capital, and increase engagement in the community. Keywords: leadership, public office, empowerment, motivation / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

Pour la première fois dans l’histoire des entreprises, trois générations se côtoient : les baby-boomers (plus de 50 ans), la Génération X (entre 30 et 50 ans) et la Génération Y (moins de 30 ans). Bien que la diversité soit au coeur du leadership moderne (Cox, 1994), « l’ère est un aspect du leadership qui n’a pas reçu l’attention qu’elle mérite » (Bennis & Thomas, 2002, p.10). Ce travail décrit le contenu des valeurs générationnelles [visée descriptive] et quel leadership développer pour générer un engagement commun de ces trois générations [visée transformative]. Le triple cadre théorique de la diversité, de la motivation engagement et du leadership est mobilisé. La démarche de recherche est qualitative de nature exploratoire. Cinquante-trois entretiens ont été menés au sein de trois organisations privées (Whirlpool France, Manoir Industrie et PMC) pour préciser la nature du lien des baby-boomers, de la Génération X et de la Génération Y avec le leadership et l’engagement. Au niveau théorique, les résultats qualitatifs confirment que les valeurs des trois générations diffèrent. Au niveau managérial, l’identification des valeurs de leadership permet de préciser comment le leadership peut évoluer pour favoriser l’engagement commun des différentes générations. En conclusion, des recommandations sont proposées en matière de leadership des différentes générations. / For the first time in corporate history, three generations are working together: the baby-boomers (people who are more than 50 years old), the Generation X (people aged between 30 and 50 years old) and the Generation Y (people who are less than 30 years old). Although diversity lies at the heart of modern leadership (Cox, 1994), “era is an aspect of leadership that has not received the attention it deserves” (Blessed & Thomas, 2002, p.10). We offer to study the contents of generational values [descriptive function] and what leadership to develop to meet those values and generate the common of engagement of all three generations [transformative function]. Our work is based on a triple theoretical background, namely diversity, engagement and leadership. Our qualitative research is exploratory by nature – fifty-three interviews were carried out within private organizations (Whirlpool France, Manoir Industrie and PMC) to specify the nature of the bond of the three generations (i.e. baby-boomers, GenXers and GenYers) with leadership and engagement. At the theoretical level, the qualitative results confirm that the values of the three generations differ. As for management, the identification of leadership values makes it possible to specify how leadership can evolve to support a common engagement amongst the three generations. In conclusion, we formulate some recommendations to lead the various generations.

L’apprendimento della leadership invoca un’attenzione pedagogica perché implica un insieme complesso di attività di formazione, sviluppo ed educazione del leader che necessitano di essere adeguatamente problematizzate, validate e integrate mediante le categorie pedagogiche dell’intenzionalità, della progettualità, della riflessività, della relazionalità e dell'esperienza personale. La curvatura umanistica delle recenti teorie della leadership e le analogie esistenti tra l’agire del leader e l’agire educativo pongono l’interrogativo su una possibile pedagogia della leadership e ispirano l’impiego delle arti nella formazione del leader. Formare la leadership si riduce spesso all’apprendimento strumentale di competenze comportamentali ritenute funzionali al ruolo, indipendentemente dal contesto organizzativo e dalle dimensioni personali del leader. Seppure comportamenti, capacità e tratti personali di leader efficaci possano essere facilmente identificati, gli individui non possono assimilarli senza cambiare disposizioni soggettive e visioni del mondo. La formazione arts-based facilita il leader nei processi di conoscenza e sviluppo delle dimensioni identitarie (fini, valori, credenze, emozioni, concetti di sé, intelligenze e sensibilità) che sottendono ai suoi comportamenti, integrandone efficacemente gli aspetti cognitivi, affettivi e motivazionali. Sebbene le arti possano contribuire in vario modo all’apprendimento della leadership, le questioni di pertinenza, validità ed affidabilità degli interventi arts-based richiedono un urgente processo di inquadramento epistemologico e metodologico. / Leadership learning requires a pedagogical care because it implies a set of complex instructional, developmental and educative activities, which need to be opportunely problematized, validated, integrated by pedagogical categories of personal intentionality, projectuality, reflexivity, relationality, and subjective experience. The humanistic curvature of recent leadership theories and existing analogies between leader’s action and educative action put a question mark over a possible pedagogy of leadership, inspiring the deployment of the arts in leader development process. Developing leadership often is reduced to the instrumental learning of behavioral competencies assumed to be functional to role interpretation and field-independent, prescinding from organizational context and leader’s personal characteristics. Though behaviours, skills and personal traits of effective leaders can be easily identified, they cannot be learned without changing individual dispositions and world vision. Arts-based learning facilitates leaders in the process of self-knowing and development of identity (ends, values, assumptions, emotions, self-concepts, intelligences, sensitivities) underlying their behaviours and helping them integrate cognitive, affective and motivational aspects. Even though arts can contribute differently to leadership learning, questions of pertinence, validity, and reliability affect arts-based interventions and demand an urgent process of epistemological and methodological frameworking.

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This study develops a higher-order conceptual model of benevolent leadership based on four paradigms of common good in organizational research: Morality, spirituality, positivity, and community. This study is based on the assumption that these four areas of research can provide management scholars and practitioners a theoretically sound basis and a wealth of knowledge to create common good in organizations. The term "common good" is used in the sense of shared benefits or positive outcomes for all or most members of a community (Bryson, and Crosby, 1992). I define benevolent leadership as the process of creating a virtuous cycle of encouraging, initiating, and implementing positive change in organizations through: a) ethical decision making and moral actions, b) developing spiritual awareness and creating a sense of meaning, c) inspiring hope and fostering courage for positive action, and d) leaving a legacy and positive impact for the larger community. / This thesis makes three key contributions to organizational research and literature: First, the major theoretical contribution is the development of a higher-order conceptual model of benevolent leadership based on four paradigms of common good in organizations. Second, the methodological contribution is the development of a theory-based instrument (Benevolent Leadership Scale) to measure the multidimensional higher-order construct of benevolent leadership composed of four dimensions: ethical sensitivity, spiritual depth, positive engagement, and community responsiveness. Third, the empirical contribution is the exploration of potential outcomes of benevolent leadership in organizations; namely perceived organizational performance, affective commitment, and organizational citizenship behavior. / Results indicate positive and significant relationships between benevolent tendencies of leaders and their affective commitment and organizational citizenship behaviors. Positive and significant associations were found between benevolent leadership and perceived organizational performance. Three clusters emerged based on benevolent tendencies of leaders: Social Activists, Spiritual Visionaries, and Benevolent Leaders. / Ce travail développe un modèle conceptuel d'ordre supérieur d'une direction bienveillante basée sur quatre paradigmes de bien commun dans une recherche organisationnelle: Moralité, spiritualité, positivité et communauté. Ce travail est basé sur la supposition que ces quatre domaines de recherche peuvent fournir les érudits de management et les praticiens une base théoriquement solide et une fortune de connaissance pour créer un bien commun dans les organisations. Le terme « bien commun » est utilisé comme les bénéfices partagés ou les conséquences positives pour tous les membres d'un communauté (Bryson, and Crosby, 1992). Je défini la direction bienveillant comme le processus de créer un cycle vertueux de courager, d'initier et exécuter un changement positive dans les organisations par : a) la décision éthique et les actions morales, b) développer une conscience spirituelle et créer un sentiment de sens, c) inspirer l'espoir et encourager pour une action positive et d) laisser un héritage et l'impact positive pour la communauté la plus grande. / Ce mémoire fait trois contributions à la recherche organisationnelle et la littérature : Premièrement, la plus grande contribution théorique est le développement d'un modèle conceptuel d'ordre supérieure d'une direction bienveillante basée sur quatre paradigmes de bien commun dans une recherche organisationnelle. Deuxièmement, la contribution méthodologique est le développement d'un instrument d'une base théorique (L'Échelle de Direction Bienveillante) pour mesurer la conception multidimensionnelle d'ordre supérieur de direction bienveillante composée de quatre dimensions : la sensibilité éthique, la profondeur spirituelle et réceptivité de communauté. Troisièmement, la contribution empirique est l'exploration des conséquences potentielles de direction bienveillante dans les organisations ; c'est-à-dire, la performance organisationnelle perçue, l'engagement affectif et la conduite de citoyenneté organisationnelle. / Les résultats indiquent que les relations positives et importantes entre les tendances bienveillantes des leaders et les engagements affectifs et les conduites de citoyenneté organisationnelle. Des associations positives et importantes ont étaient trouvées entre la direction bienveillante et la performance organisationnelle perçue. Trois groupes ont émergé basés sur les tendances bienveillantes des leaders : Les Activistes Sociaux, Les Visionnaires Spirituels et les Leaders Bienveillants.

Abstract This research aims to provide additional knowledge and understanding to augment existing ideas and theories of responsible leadership, and to bring forward the voices and practical experiences of business leaders. It approaches responsible leadership from a constructionist perspective and highlights the importance of leadership processes. This approach considers responsible leadership in today’s fragmented business environment as increasingly formed through interaction between people. Thus, the practice of good responsible leadership is conceptualized foremost as the ability to work within and through relationships in which language plays a central role. This research is based on ten narrative interviews with senior leaders of different business backgrounds. The narrative approach is used because individuals interpret and make sense of their experiences using narratives, and narratives structure our ethical positions in the world. The focus is partly on the content of individual accounts but more on how the stories reflect the social world from which the stories arise. This information, in turn, allows us to interpret interaction in certain social leadership contexts based on leaders’ individual accounts. The results of this research suggest a fluid definition of responsibility. It is a continuously changing construction in which many participants in addition to the leaders themselves are involved. Therefore, the discussion on responsibility is polyphonic. Every leader negotiates the meaning of responsibility within the limits and possibilities of local settings. The results of this research highlight the importance of relationships among participants in responsible leadership instead of seeing responsibility as part of an individual leader’s personality or character. / Tiivistelmä Tämän tutkimuksen tavoitteena on tuoda lisää tietoa ja ymmärrystä vastuullisen johtamisen käsityksiin ja teorioihin yritysjohtajien kertomuksien ja kokemuksien kautta. Tämä tutkimus lähestyy vastuullista johtamista konstruktionistisella otteella korostaen vuorovaikutussuhteiden merkitystä. Vastuullinen johtaminen nähdään muodostuvan tämän päivän pirstaleisessa liiketoimintaympäristössä enenevässä määrin ihmisten välisissä suhteissa ja vuorovaikutuksessa. Siten hyvä vastuullinen johtaminen tarkoittaa käytännössä johtajan kykyä työskennellä ihmissuhteissa ja niiden kautta. Tässä työssä kielellä on keskeinen merkitys. Tämä tutkimus perustuu kymmenen yritysjohtajan kertomuksiin. Kertojat ovat senioritason johtajia ja heillä kaikilla on erilainen liiketoimintatausta. Kerronnallista lähestymistapaa käytetään, koska yksilöt tulkitsevat ja luovat ymmärrystä kertomusten kautta. Kertomukset jäsentävät myös meidän eettistä asemaamme maailmassa. Tässä tutkimuksessa analysoidaan osittain kertomusten sisältöä, mutta enemmän sitä, mitä kertomukset kuvastavat henkilöiden sosiaalisesta maailmasta. Tämä lähestymistapa auttaa meitä tulkitsemaan vuorovaikutusta johtamisen sosiaalisessa kontekstissa yksittäisten johtajien kertomuksista. Tämän tutkimuksen tulokset viittaavat siihen, että vastuullinen johtaminen voidaan määritellä vaihtelevasti. Se on jatkuvasti muuttuva määritelmä, jossa johtajien lisäksi moni muu osapuoli osallistuu keskusteluun. Näin ollen keskustelu vastuullisuudesta on moniääninen. Jokainen johtaja neuvottelee vastuullisuuden merkityksen paikallisten olosuhteiden antamien mahdollisuuksien ja rajoitteiden sisällä. Vastuulliseen johtamistyöhön osallistuvien jäsenten välinen vuorovaikutus korostuu vastakohtana sellaiselle vastuullisuuskertomukselle, jossa vastuullisuus nähdään yksittäisen johtajan ominaisuutena tai luonteenpiirteenä.

Thesis (MEd)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: In this masters thesis the nature and theory of entrepreneurship, leadership and creativity are discussed. The primary objectives were to identify the entrepreneur. The secondary objectives were to evaluate that when he corporates his leadership skills and creativity if he can be a winner. Entrepreneurs create and manage change. Action-orientation is the essence of entrepreneurship. In order to achieve the above-mentioned objectives an in-depth literature study was carried out. It was followed by informal interviews with different entrepreneurs, managers and leaders of big and small businesses. Young entrepreneurs were also interviewed. During this study it was found that leadership and creativity are necessary for entrepreneurship, in order to prosper in an increasingly competitive world. Development of entrepreneurship, leadership and creativity becomes an important strategic objective of schools and other organisations. There is a need for training young people and adults efficiently. This situation poses definite challenges. On the part of educators it requires innovative and unique approaches to develop these abilities. Entrepreneurs are leaders. Being a leader is a prerequisite to entrepreneurship. An entrepreneur must be a leader to attract, retain and get the most out of financiers, suppliers, customers, consultants, professionals and contractors. He must be a leader to get the best out of himself. Some entrepreneurs lead in such a way that their leadership is easy to observe and to understand, while others' ways are less visible or comprehensible; but they are all leaders. One thinks that leaders are born with leadership talent. Some small elements of leadership may come with birth (Shefsky, 1994: 168), but those elements tend to determine the quality of the leadership, not the existence of leadership talent. People can be educated how to be leaders. This can also be taught at school. Entrepreneurial leadership develops by keeping perspective so that dreams can become reality, knowing why one must lead, identifying targets and staying focussed. Like other forms of leadership, entrepreneurial leadership entails a blend of what is ethically correct and what is financially successful. The entrepreneurial leader must be prepared for the stimulation and the responsibility of the position. Creativity in entrepreneurship is challenging and stimulating. Intuition is the enabling factor in creativity. Once the entrepreneurial leader creates, he tears apart his good ideas. He will analyse how long his idea will take to develop, what the risk is and what the market is. He will estimate both sides of success, spectacular and worst case scenarios. His mind will be open for creativity to truth. He will be inquisitive, he will question everything and try to figure out how in the world everything can be done better. / AFRIKAANSE OPSOMMING: In hierdie verhandeling word die aard en teorie van entrepreneurskap, leierskap en kreatiwiteit bespreek. Die primêre doelwitte was om te bepaal of die entrepreneur suksesvol kan wees as hy leierskap en kreatiwiteit koppel aan entrepreneurskap. Die entrepreneur skep verandering en hy bestuur verandering. Die wese van die entrepreneur is daarin om daadwerkilk op te tree. Om bogenoemde doelwitte te verwesenlik, is en diepgaande Iieteratuurstudie gedoen, asook onderhoude gevoer met verskeie entrepreneurs, bestuurders en leiers van groot en klein sakeondernemings. Daar is ook onderhoude met skoolgaande en jong entrepreneurs gevoer. Tydens die studie is bevind dat leierskap en kreatiwiteit noodsaaklik is vir entrepreneurskap ten einde voorspoedig te wees en vooruit te gaan in en Wêreld wat toenemend mededingend raak. Ontwikkeling van entrepreneurskap, leierskap en kreatiwiteit raak al hoe meer die strategiese doelwitte van skole en ander organisasies. Daar is en behoefte daaraan om jong mense en volwassenes effektief op te lei. Hierdie situasie skep werklik uitdagings. Aan die kant van die opvoeders vereis dit unieke verandering deur nuwighede in te voer en unieke benaderings te ontwikkel, ten einde hierdie vermoëns te ontwikkel. Entrepreneurs is leiers. Om en leier te wees, is en vereiste vir entrepreneurskap. en Entrepreneur moet en leier wees ten om die finansiers, verskaffers, kliënte, konsultante, beroepslui en kontrakteurs aan te trek, hulle te behou en die meeste uit hulle te haal. Hy moet 'n leier wees om die beste uit homself te kry. Sommige entrepreneurs lei op so 'n manier dat hulle leierskap maklik waarneembaar en verstaanbaar is. Ander se leierskap is weer minder sigbaar of verstaanbaar, maar hulle is almal leiers. Daar word algemeen aanvaar dat leiers gebore word met leierskaptalent. Sommige beginsels van leierskap is reeds by geboorte aanwesig (Shefsky, 1994: 168), maar hierdie beginsels is geneig om die bestaan van leierskap te bepaal, maar nie die bestaan van leierskap talent nie. Mense kan opgelei word on leiers te wees. Leierskap kan ook in die skool aangeleer word. Ondernemende leiers ontwikkel deur perspektief te behou sodat hulle drome werklikheid word, deur te wete te kom hoekom hulle moet lei, deur doelwitte te stel en gefokus te bly. Soos enige vorm van entrepreneurskap tree hulle eties korrek op om finansieel suksesvol te wees. Kreatiwiteit en entrepreneurskap skep 'n uitdaging en is stimulerend. Intuïsie is die bydraende faktor tot kreatiwiteit. Sodra die voornemende leier skep, haal hy sy idee uitmekaar uit. Hy analiseer hoe lank dit sal duur voor sy idee ontwikkel, wat die risiko is en waaroor die mark geleenthede gaan. Hy maak 'n waardebepaling van moontlike suksesse of mislukkings. Hy is ingestelop kreatiwiteit, is ondersoekend en weetgierig. Hy doen alles in sy vemoë om 'n belangrike rol te speel om die wêreld 'n beter plek te maak. Klem is gelê op die eienskappe, vaardighede, rolle en funksies van die voornemende leier en watter rol leierskap en kreatiwiteit in entrepreneurskap speel.

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