The purpose of this quasi-experimental mixed-method study was to examine the impact of transformational ethics instruction methodologies on student moral judgment in a leadership development course. Quantitative and qualitative data collection and analyses were used to examine changes in moral judgment and moral thought processes, with particular emphasis on how those constructs influence leadership decisions. Eighty-eight students from the Corps of Cadets at Texas A&M University comprised the sample of this study. Over the course of the spring 2007 semester, these students received systematic ethics instruction in the context of a leadership development course. Treatment group participants received this instruction through largely transformational education strategies, while control group participants primarily received the instruction via traditional/ transactional methods. Over the course of the semester, participants completed pretest and posttest administrations of the Defining Issues Test, Version 2 (DIT2). Additional follow-up interviews were conducted with eight students, representing the treatment and control groups. Results indicated that transformational instructional methodology is a significant determinant regarding increases in student moral judgment. In contrast, students exposed to traditional/ transactional instructional methods did not demonstrate significant changes in moral judgment scores. Augmentative qualitative analyses identified three distinguishing themes that appear to be representative of shifts in moral or leadership perspectives: (1) deep personal application of moral concepts, (2) exposure to significant emotional events (or disorienting dilemmas), and (3) desire for personal change. Implications for ethics and leadership educators are presented, along with areas for future research.

The purpose of this quasi-experimental mixed-method study was to examine the impact of transformational ethics instruction methodologies on student moral judgment in a leadership development course. Quantitative and qualitative data collection and analyses were used to examine changes in moral judgment and moral thought processes, with particular emphasis on how those constructs influence leadership decisions. Eighty-eight students from the Corps of Cadets at Texas A&M University comprised the sample of this study. Over the course of the spring 2007 semester, these students received systematic ethics instruction in the context of a leadership development course. Treatment group participants received this instruction through largely transformational education strategies, while control group participants primarily received the instruction via traditional/ transactional methods. Over the course of the semester, participants completed pretest and posttest administrations of the Defining Issues Test, Version 2 (DIT2). Additional follow-up interviews were conducted with eight students, representing the treatment and control groups. Results indicated that transformational instructional methodology is a significant determinant regarding increases in student moral judgment. In contrast, students exposed to traditional/ transactional instructional methods did not demonstrate significant changes in moral judgment scores. Augmentative qualitative analyses identified three distinguishing themes that appear to be representative of shifts in moral or leadership perspectives: (1) deep personal application of moral concepts, (2) exposure to significant emotional events (or disorienting dilemmas), and (3) desire for personal change. Implications for ethics and leadership educators are presented, along with areas for future research.

Submitted in accordance with the requirements for the degree of Doctor of Philosophy (D. Phil) In the Subject of Psychology. Faculty of Arts at the University of Zululand, 2006. / "Leaders are bom not made". This is a matter of nature versus nurture, in this case with regard to leadership development. The question therefore is whether leadership is a natural gift or an acquired skill. If leadership is an acquired skill, what then is the best way to accomplish this? These were core issues of investigation in this research. Literature review on leadership development revealed the following important issues on the topic, namely: 'r Leadership status is usually bestowed on an individual following the results or achievements, not before > The greater part of the journey towards leadership is a lonely endeavour. It requires perseverance and tenacity of the mind on the part of the leader > There is a difference between leader development and leadership development. Successful leadership result from development in both areas r Most leadership development programs focus on management tasks rather than on leader and leadership development. A pre-test, post-test, quasi-experimental design was adopted for this research. A pre-test was necessary for baseline establishment of skills that are expected of leaders. It served as a guide for change following program implementation. The post-test produced comparative data for any changes following 'treatment'. In addition to the experimental group, a control group was also introduced in order to limit, as much as possible, common threats to internal validity that are usually encountered in quasi-experimental research designs, as well as in developmental research projects; especially history and maturation. Both qualitative and quantitative data analytical methods were adopted for program evaluation. A 360-degree assessment and feedback approach was utilised for qualitative analysis of data whereas the statistical analysis of variance was the method for quantitative analysis of data. Overall results indicated a positive change in significant areas of growth that were targeted in this research; e.g. leadership conceptualisation by participants, learning to learn skill, self-management skills, communication skills as well as interpersonal skills. A major limitation in this study was the sample size, especially for statistical analysis of data. The reasons for a small sample size were that development programs such as this one are usually not highly effective when working with larger groups, and also the fact that such programs require a skilled individual who will be able to monitor progress during program implementation phase and adapt activities according to observed requirements. Closer personal attention needed in a smaller group may be impossible with a larger group. Looking at our society today, it is clearly evident that there is a dire need for skilled leaders. While it is known that anyone can occupy a leadership position, it is also acknowledged that it is not everybody that will do justice to that position. This therefore leaves us with no choice but to seek programs that will facilitate leadership development, as early as possible. Institutions of higher learning are a fertile ground for leadership development programs, as the majority of students are young adults. / The National Research Foundation (NRF)

This inquiry sought to answer the question: How can the University of Winnipeg (UW) design a learning and development strategy for its nonacademic leaders that will benefit both the leaders and the university? As higher education institutions experience increased competition and rising demands, senior leaders need to find new ways of developing one of their most important assets, their employees. Using an action research approach, this inquiry sought participants' perspectives through an online survey and a world café. This inquiry puts forward the following three recommendations: develop and communicate a formalized learning and development strategy that is supported by senior leadership, aligned with organizational goals, customized to the unique university environment, and values learner needs; provide diverse professional development opportunities for leaders; and create an environment that improves communication, fosters collaboration, develops competence, and values community. This inquiry adhered to all ethical requirements set by Royal Roads University and UW.

This study examined the leadership development experiences of adolescents participating in a school-based leadership program. A case study of ten Grade 8 students is described based on qualitative data from student response journals, field notes, and program documentation. Evidence from the study suggests that adolescents value and benefit from leadership development experiences and opportunities. Leadership development experiences that adolescents find meaningful are those where they are: (1) actively engaged in experiential learning opportunities; (2) granted freedom and increased responsibility; (3) able to work in educational groups; (4) given interesting learning experiences; (5) supported by positive role models; and (6) long-term participants. Leadership experiences benefit students by: (1) allowing adolescents to feel like they can make a positive impact on their world; (2) giving adolescents an improved sense of self; (3) teaching students essential skills; and (10) giving adolescents the opportunity to build relationships with like-minded individuals.

This study examined the leadership development experiences of adolescents participating in a school-based leadership program. A case study of ten Grade 8 students is described based on qualitative data from student response journals, field notes, and program documentation. Evidence from the study suggests that adolescents value and benefit from leadership development experiences and opportunities. Leadership development experiences that adolescents find meaningful are those where they are: (1) actively engaged in experiential learning opportunities; (2) granted freedom and increased responsibility; (3) able to work in educational groups; (4) given interesting learning experiences; (5) supported by positive role models; and (6) long-term participants. Leadership experiences benefit students by: (1) allowing adolescents to feel like they can make a positive impact on their world; (2) giving adolescents an improved sense of self; (3) teaching students essential skills; and (10) giving adolescents the opportunity to build relationships with like-minded individuals.

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.

The study aim was to investigate the perceptions of senior leaders within the sector to determine their views of the key challenges in contemporary academic leadership and to inform practice for the future. Academic leadership is a key component of the success or otherwise of an academic institution. There is significant literature around the issue of academic leadership the emphasis of which is based around the perceptions of academic staff and how they would wish to be led. The work was undertaken from an interpretivist perspective using a phenomenological research design to elicit an understanding of the views of senior managers through conducting semi-structured interviews and a focus group with senior university leaders. The interview process afforded the respondents the opportunity to recount their own experiences in their own terms with their own emphasis on what was important to them within the broad structure of the four core categories drawn from the literature: definitions of leadership; leadership in an HEI; academic leadership and leadership development. The findings from this study provides a contribution through considering senior leaders perceptions on how best to lead the academic staff to maximise their contribution to the institution and ultimately to better serve the needs of students. Practice implications include the forwarding of a framework for the consideration of the development of academic leaders within the Higher Education context.

No description available.

The use of multi-rater feedback as a way to analyze perceptions within the context of job performance and leadership in the Federal Bureau of Investigation (FBI) was examined. Research in this domain is notable as this type of evaluation is now being done with regularity in the private sector and is starting to be utilized more extensively in the public sector, but is still being used to a limited extent in law enforcement. The path of this research examined differences between self-assessments and assessments of others (peers and subordinates) in dimensions of leadership as measured by the same multi-rater instrument at two points in time. This research effort made use of a multi-rater survey instrument called the "Leadership Commitments and Credibility Inventory System (LCCIS)," designed by Keilty, Goldsmith, and Company, which is used in multiple industries and was expanded to capture characteristics considered important to FBI leaders. Results showed high ratings on a five point Likert scale as indicated by mean averages of self and others. Additionally, Z scores, t tests and ANCOVA indicated that FBI supervisors did not overestimate their leadership, as indicated by (1) an overall leadership measure at time two compared to time one, (2) a greater perceptual agreement between others and self existing on second multi-rater assessments than on the initial assessments, and (3) any statistical differences of means in all measured categories at time two versus time one. Various subcategories of the assessment showed a mixture of non-statistically significant results and that subordinates and peers perceived leaders differently. Further, analysis of two unique dimensions of the LCCIS, "Manage Diversity" and "Build Public Trust" showed exceptionally high results. The implications of the present research are that leadership in the FBI, as measured by different dimensions, is strong. Yet, there is no evidence that leaders or others in this organization change their perceptions over time. These findings may point to the need for multi-rater instruments to be used in concert with personal development plans in order to improve the perception of leadership. / Ph. D.