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.

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.

Thesis advisor: Judith A. Clair / Building from existing theory and research on gender and work and leader identity development, this dissertation informs our understanding of professional women's experiences with coming to see themselves as leaders as they move along the leadership path in organizations. Given limited work that considers variation among women at a similar point in their development, I introduce the construct of a gender-leadership frame to capture the various ways in which women construct their gender as relevant to their leadership. I consider how these constructions are both shaped by the organizational context and have implications for leader identity development. I conducted a qualitative, inductive field study of women developing as leaders (n=55) in a large, global bank to explore these ideas. I found that women hold different constructions of gender and leadership (gender-leadership frames) and that various elements of the organizational context prompt women to shift their frames, feel conflicted in their frames, or remain within one reinforcing frame. Further, I found that these different frame experiences orient women toward certain types of self-questioning and enactment of their leader identities. Together, these findings demonstrate that different ways of thinking about one's gender in relation to one's leadership may help explain women's different choices, aspirations, and development on the leadership path. Coming to see oneself as a leader does not happen in a vacuum, but rather is a complex process in which non-work identities (here, gender) play a role in one's understanding of who she is and can be as a leader. Not only does gender play a role in women's self-views as leaders, but scholars and organizations must appreciate women's different experiences and perspectives which have tangible implications for their motivations to pursue leadership opportunities and growth within their organizations. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Carroll School of Management. / Discipline: Management and Organization.

This research aims to identify core elements of leadership development in children and adolescents. Initial focus groups with student leaders in elementary and high schools suggested key differences in students’ implicit theories of leadership and their identities as leaders. A follow-up survey was constructed to measure these differences. Findings suggest age-based distinctions in students’ implicit understanding of leadership, what constitutes leadership behaviour, who has the capacity to lead, and what kinds of leadership they would like to take on. These distinctions form the basis for a conceptual model illustrating four phases or “stories” of leadership identified by children and adolescents: the task-oriented “helper,” the responsibility-oriented “deputy,” the role-oriented “agent” and the identity-oriented “ambassador.”

This research aims to identify core elements of leadership development in children and adolescents. Initial focus groups with student leaders in elementary and high schools suggested key differences in students’ implicit theories of leadership and their identities as leaders. A follow-up survey was constructed to measure these differences. Findings suggest age-based distinctions in students’ implicit understanding of leadership, what constitutes leadership behaviour, who has the capacity to lead, and what kinds of leadership they would like to take on. These distinctions form the basis for a conceptual model illustrating four phases or “stories” of leadership identified by children and adolescents: the task-oriented “helper,” the responsibility-oriented “deputy,” the role-oriented “agent” and the identity-oriented “ambassador.”

Objective – To determine the perceived impact of leadership development on the behaviours and competencies of employees and the organizational culture of the University Library, University of Saskatchewan, Canada. Methods – Using grounded theory methodology, the study was conducted in an academic library serving a mid-sized medical-doctoral university in western Canada. Twenty-one librarians and support staff who had completed the University Library’s Library Leadership Development Program (LLDP) participated in one-on-one interviews of 40-60 minutes duration. Interview transcripts were prepared by the researcher and reviewed by the participants. After editing, those source documents were analyzed to reveal patterns and common threads in the responses. The coding scheme that best fits the data includes the following four headings: skill development, learning opportunities, strategic change management, and shared understanding of organizational vision and values. Results – According to the responses in interviews given by graduates of the Library Leadership Development Program, the library’s investment in learning has created a cohort of employees who are: self-aware and engaged, committed to learning and able to develop new skills, appreciative of change and accepting of challenges, or accountable and committed to achieving the organization’s vision and values. Conclusion – Competencies and behaviours developed through exposure to leadership development learning opportunities are changing the nature of the organization’s culture to be more collaborative, flexible, open and accepting of change and challenge, supportive of learning, able to create and use knowledge, and focussed on achieving the organization’s vision and values. These are the characteristics commonly associated with a learning organization.

This thesis concerned with understanding what makes young people as future leaders. It sets out to explore leadership development for secondary school students (12-to-18-year), focussing on what makes young leaders and how they become future leaders. The fundamental purpose of this explanatory and exploratory qualitative study was to investigate leadership development at the age of adolescence. There are three key objectives for this study: (1) to explore and investigate what contributes to forming young people as future leaders; (2) to clarify and understand how young people become future leaders; and (3) to create a multidimensional and holistic framework for developing secondary students as future leaders. These aims were achieved via conducting qualitative in-depth interviews (N=46) with established leaders (N=19) and university professors (N=27) in both the UK and the kingdom of Saudi Arabia (KSA). Additionally, as this study focuses on adolescence, it was important to conduct three focus groups with secondary school students in KSA (N=27). Succinctly this study aims to deepen our understanding of the issue of developing young people as future leaders. This study used multi-levels of analysis and multi-domains of purposive sampling via using maximal variation sampling, both leaders and academics are categorised into six domains (business, education, social, voluntary sector, YLD programmes directors, and developmental psychologists). The secondary school students were selected from government school, private school, and gifted students. Due to the extensive sample gathered (46 interviews and 3 focus groups) and significant data generated (287.000 words), the author’s study produces both emergent themes and abundant numerical results. However, these large quantities can encourage various quantitative studies in the future. There are several key contributions of value in this study; (1) creating and conceptually testing a comprehensive framework to develop young people as future leaders; (2) the theoretical contribution as the qualitative analysis has generated massive number of new emergent themes related to the research questions; (3) analysis of the empirical contributions revealed lots of variables, factors, criteria, tools; (4) a cross-cultural YLD which verify that there are both differences and similarities between the UK and KSA; (5) the findings proved that leadership for young people is learnable to a great extent; that adolescence is a critical period for developing leaders; that sparking the motivation to lead is important at this age; there are serious obstacles facing YLD; generic leadership is more applicable for YLD; and finally, one of the significant contributions of this study is its focussing of attention on a long-term approach for young people leadership development. The further contribution of this study is creating a multi-dimensional and holistic framework for YLD based on theories of adult leadership and intensively reviewing the literature review on YLD. It has been developed via pilot study and finally developed and validated throughout a cohort of stablished leaders and university professors (N=41). This study’s findings can benefit policy and practice to a great extent since it focuses on the secondary school students; as they are the future leaders, this study can be of significant help to the strategic planning of policy makers in the Ministry of Education, Youth Ministry, and generally within the political context, family business. This study inspires me to establish a leadership-based academy, which focuses on high-school students and develops them as national leaders.

Theory on leadership has emphasised the need for contributing towards leadership in extreme context. Give the rise in crisis, and the study aims to contribute by exploring how crucible moments can contribute towards leader’s development for crisis management. The objective of the study is to use the insights gained from the leader’s journey to develop a framework to contribute towards leadership development for crisis management. A narrative approach is used in this qualitative study and explores the themes identified from the leader's life journey. Semi-structured interviews were conducted with 13 executives in manufacturing organisation within the automotive sector, in the eThekwini region in Kwa-Zulu Natal. The research found that crucible experiences have contributed towards developing leader’s identity through self-awareness and discovering their potential. They learned decision making and allowed for change to occur. Crucible experience is also related to transformational learning, as it provided a trigger for learning. Leaders developed their approach for crisis management through applied experience and stepping up in a crisis. This crucible experience has found to contribute towards the leader's approach to crisis management. / Mini Dissertation (MBA)--University of Pretoria, 2021. / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

Introduction: Peer tutors are often seen by peer students as leaders. The role of peers in the development, learning, transition and success of fellow students is widely documented in literature on education and leadership. In spite thereof, minimal research has been done on the development of health care students’ teaching and leadership abilities through involvement in tutor training programmes. The researcher believes that leadership skills of peer tutors develop through enhancing learning experiences of tutees and by introducing them to the leadership model of Kouzes and Posner - The Five Practices of Exemplary Leaders. Aim: The aim of this study was to describe the self-perceived leadership development of peer tutors in undergraduate health care studies during participation in the tutor training programme of a particular university. Methodology: A triangulation mixed method design was used to collect complementary quantitative and qualitative data with equal contribution. The study sample consisted of the tutors appointed for a specific academic year at a selected university, to tutor theoretical modules as well as practical skills. Data collection was done by means of a structured self-report instrument completed in the beginning and end of the tutoring programme, an unstructured focus group and narrative descriptions by the tutors. Findings: The data provided an answer to the question; what are the peer tutors’ perceptions of their own leadership development during participation in the tutor training programme in undergraduate health care studies at a university, by describing the self-perception of their leadership abilities. Although the Leadership Practices Inventor - Self results showed a difference, but not always a statistical significant increase in their leadership abilities, when combined with the results from the qualitative data, the study showed that the participants exhibited great growth in their leadership abilities with regards to The Five Practices of Exemplary Leaders: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act and Encourage the Heart. Key terms: leadership, leadership development, peer tutors, tutor training programme / Dissertation (MNurs)--University of Pretoria, 2021. / Nursing Science / MNurs / Unrestricted

Despite government polices and organisational practices intended to redress this imbalance, women in business continue to face what they have faced for many years already: under-representation. More specifically, under-representation in the upper echelons of higher management, under-representation on company boards, under-representation in senior positions within firms. Despite more years in the workforce, more woman systematically entering previously labelled “male” fields, despite more years receiving higher education, women still don’t often find the road to senior positions a road easily travelled.This research seeks to explore one very specific approach to advancing women’s careers—women’s leadership development programmes designed for women identified as potential senior managers, leaders and board members. As a number of these programmes exist, this research sought to explore the programmes’ strengths and weaknesses, to explore ways to improve such programmes to the increased benefit of women in business, and finally, to investigate ways that businesses themselves can support such programmes to the benefit of their female employees: more representation in higher positions.Findings showed that women’s leadership development programmes do in fact provide a safe and supportive environment for nurturing confidence, acquiring new business skills, and learning from the experiences of successful women role models. They are a useful addition to other strategies designed to increase the number of women in senior positions, as factors such as organisational culture and commitment from CEOs also impact on a woman’s career progression. This research proposes a model to organisations that can be used to design and position future women’s development programmes. For maximum benefit, programmes should be strategically positioned, taking into account the environmental context and should help women identify and tap into existing networks and access suitable mentors. Further, elements unique to women must be inherent in the design of these programmes in order to facilitate career advancement, with the goal at hand: equal representation in senior positions / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted