While there is an abundance of empirically based information on the broad subject of executive leadership and executive leader development, opportunity for further research is driven by complexity of the executive’s world and the related need to function at high levels of learning agility. In fact, learning agility has been identified by Korn/ Ferry (Korn/Ferry, 2011) as the single most important predictor of executive success. This study seeks to explore non-traditional forms of executive leader development based on an integrated theoretical lens, including learning and executive development theories as they relate to learning agility. Executive Coaching is of primary interest as an executive development theory, with a diagnostic element designed to provide insight about development issues, particularly those around leadership pipeline cross points. The Competing Values Framework, as applied here for individual executive growth and development constructs, offers an additional theoretical lens as well as a structure for practical application. Using an engaged scholarship approach through Action Research, this is explored with a focus on executive development options that go beyond traditional leadership training models, and with research, insights analyzed through the CVF assessment and structured interviews. Among the findings are insights which confirm the learning agility construct claims that it is a key predictor to executive success as executives traverse career transitions. More specifically, the insights which proceed from this study also support the reasons that self-discovery learning interventions impact learning agility for senior executives. They include: The Participants in this study demonstrated Learning Agility Development as defined for this research, providing evidence that Learning Agility can be developed Executive Coaching and Related Self-Discovery Constructs contribute more to Learning Agility Executive Development when the executive coach offers a fluid approach which includes significant engagement and mutual dialog as well as inquiry. Learning Agility Development is related to one’s ability to manage Competing Values, especially Competing Values that are unique to the individual. Individual Awareness, its connection to reflexivity, and the movement of tacit knowledge to explicit knowledge is a key finding related to senior executive learning agility development. A Systems Approach to Learning Agility Executive Development which includes a systemic framework, a defined process/structure, and individual customization is indicated for senior level executives. The study offers extensions to existing theories as well as a practical theory-and-findings-based executive development methodology.

ABSTRACT The aim of the study was to examine Graduate Students’ perceptions of their most positive leadership experiences, unearth what gives life to their leadership, and to identify the ways in which they conceptualize leadership development. The objective was to arrive at concepts of exemplary leadership that may be used to inform change strategies and create a framework for a student leadership development program. Responding to this issue required a methodological approach which was participatory, co-constructive, and dialogical. As a result, in order to adequately investigate the phenomena of leadership and leadership development from the participants’ point of view, and to arrive at their perceptions of positive leadership, I used a qualitative case study which was conducted through an Appreciative Inquiry (AI) process. The main data collection methods were individual and focus group appreciative interviews. A sample of five Graduate Student Leaders from a university in a Western Canadian province was used in this study. As the participants shared their perceptions of their most positive leadership experiences six key findings emerged. First, positive leadership experiences for the participants resided in the confluence of “being,” “learning,” and “doing.” Leadership was a co-active process in which expressing emotions, receiving affirmations, acquiring new knowledge, and producing life affirming results acted as a force for elevated performance. Second, positive leadership experiences of the participants were framed around collective and interactive efforts to build interpersonal relationships in the community in which the leadership process was taking place. Third, the participants perceived leadership as an emotional process whereby leaders gain knowledge of followers’ emotions through listening, appraising, and expressing authentic care. Fourth, the expression of emotions in leadership for the participants enhanced the leadership relationship and acted as an energizing and actualizing force in personal development. Fifth, the participants viewed empathy as a fundamental leadership strength that yielded multiple interrelated benefits such as the facilitation of individual growth and social connections. Significantly, another interpretation that was gleaned from the data was that the industrial notion of leadership of the “man at the top” lingers and functions as a predictor of leadership success. The participants’ conceptualizations of leadership development revealed two major findings. Primarily, leadership development is an interplay between self-development and institutional initiatives. Additionally, leadership development and self-development were inextricably embedded; understanding oneself as a leader involved the reflective process of understanding oneself as a person. Consistent with the objective of this study, a framework for a leadership development program was proposed based on an incorporation of the perceptions of the Graduate Student Leaders’ most positive leadership experiences and their understanding of leadership development. The framework presented is accompanied by explanations of the choice of each concept within the framework and justification based on previous research findings, as well as excerpts from the participants’ responses. Having taken an appreciative and positive approach to understanding Graduate Students’ leadership experiences I conclude that the concepts that emerged are powerful arguments for nurturing the student voice, and that there is much more to be discovered for the expression and framing of leadership in organizational life, academia, and the community. Furthermore, I submit that we need to deliberately engage appreciative processes so as to enhance our capacity to create leaders who articulate optimistic organizational relations and a deep appreciation of self and others.

Thesis (M.A.)--Cincinnati Christian Seminary, 1986. / Abstract.

This research examined which factors of influence contributed towards efficacious systemic leadership development, within case studies in the energy and military sectors, and identified and explained common underlying themes and factors which could help formulate future interventions, as well as enhance extant theoretical knowledge. The literature showed that key challenges exist in identifying what contribution leadership development makes to enhancing organisational leadership, and as such, social capital and systemic development. To focus the research, specific definitions were constructed, as to what sort of effective leadership positively impacts upon organisational leadership; which cardinal themes of leadership development traverse interventions, namely Delivery, Contextualisation, Performance, Impact and Values integration; and what constitutes systemic leadership development. A Social Constructivist position was adopted which explains the nature of the phenomena underlying systemic leadership development.

Business schools need to provide graduates with the training to enable them to ask the right questions and make observations from different perspectives and at different levels. Even though MBA programmes typically focus on developing general management skills, critics still argue that MBA graduates do not have the skills required to effectively manage people. The research aimed to address the gaps in the research and provide some recommendations from a South African context by looking at the impact of the MBA on leadership development and personal change. A descriptive research approach was followed to obtain the views of students on the impact of the MBA on personal change and leadership development. A selfadministered questionnaire supported the quantitative design. The population of the study included all GIBS MBA students that completed their studies within the last five years, or that are in the process of completing their studies. This research has shown that the despairing picture of the future of leadership development, as part of the MBA, which is reflected by a lot of popular literature, is not entirely justified. Overall, the results from this study indicated that the MBA has a positive impact on the personal change and leadership development of an individual. The leadership theme might need to be more explicit throughout the MBA. This could either take the form of the extension of the LEAD module across the two years as a full leadership module, supplemented by individual; and/or group coaching, a compulsory elective on leadership, and/or more leaders from industry speaking on leadership. The research highlighted the importance of working in teams, practical application of learning and reflection as critical components for leadership development and personal change during an MBA. As far as this research could determine, there are no major differences between different genders, race groups or management level as far as their perception of the leadership development and personal change of the MBA is concerned. It would seem that the context in which these different groups might have a bigger impact on how they operate. / Dissertation (MBA)--University of Pretoria, 2013. / pagibs2014 / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

This thesis is about management, leadership a differences among them. This thesis also describes reasons why I should be a good leader and how I can improve leadership skills. Practical part is about development of leadership skills based on results from employees' surveys. Recommended results are: group and individual trainings.

Introduction: Student leadership is currently a critical topic at South African universities. Leadership skills are essential to the development of humanity and universities play a vital role in the development of students to become future leaders. The development and practice of leadership at university level can benefit student development and can contribute to the good of society, which is crucial at this date and time. However, very limited research has been done on what motivates students to develop their own leadership skills. Research purpose: The objective of this study was to explore the factors that motivate students participation in leadership development at a selected South African Higher Education Institution. In essence, the study aims to explore possible factors that contribute to students participation in leadership development and to make recommendations for future leadership development initiatives at university level. Motivation for the study: As far as could be determined, this was the first study on the motivational factors that influence students interest in leadership development at university level, in particular in South Africa. This study can assist universities in exposing more students to leadership development. Essentially, it can enable universities to grow their own pipeline of leaders that can be engaged in the universities own leadership structures and will contribute to the good of society. Research methodology: An exploratory quantitative research design with supplementary qualitative questions was used. Convenience sampling was used and data were gathered from students of a selected South African Higher Education Institution (N = 78). Participants completed the Leadership Attitudes and Beliefs Scale (LABS), the Academic Motivation Scale (AMS) as well as biographical questions. Main findings: The results of the study indicated that the LABS and AMS are valid and reliable instruments for use in higher educational institutions. The results of the empirical findings of this study were unexpected. No significance in terms of hierarchical and systematic thinking was found in the descriptive statistics. A strong correlation was found between EM identified and EM external regulation. The results indicated that gender differed significantly on the subscale Intrinsic motivation toward accomplishment as well as Extrinsic motivation identified and Extrinsic motivation external regulation. The study found that previous leadership exposure might serve as motivation for students to further develop their leadership competence. Significance of the study: No similar research could be found in South Africa or in the international context. The findings of this study do not only provide valuable insights into the theory of student leadership, but also provide insight into the practical implementation of student leadership development at universities. The study creates awareness of the critical importance of investment by universities in student leadership development. Limitations and future research: This study emphasised the need for and relevance of future research on this topic. The convenience and homogeneous nature of the sample as well as the sample size complicated the effort to make definite conclusions about motivational factors. It is therefore recommended that a larger sample size be used in future research to ensure a representative distribution of a heterogeneous student population. Conclusion: The development of student leadership is a critical issue for universities and society as a whole. In light of the results of this study and the current situation that universities in South Africa are faced with in so far as student leadership is concerned, further research should be conducted into this topic. / Mini Dissertation (MCom)--University of Pretoria, 2016. / tm2016 / Human Resource Management / MCom / Unrestricted

Organizations can incur extensive costs to fund training typically available to employees free of charge. However, some employees do not participate. The body of research reviewed in adult education focused on relevant studies and models of contributing factors for participation in academia, the workplace, and the community. No studies were found that investigated the motivation of adults who participate and do not participate in the Intelligence Community (IC). This study empirically examined the factors that influence adult participation in IC workplace training. The survey instrument was an adapted version of the Education Participation Scale-Alternate (EPS-A) and the Deterrents to Participation Scale-General (DPS-G) with seven open-ended questions to identify factors of adult participation and non-participation in the IC. Respondents (111) were participants and non-participants of leadership development training and consisted of African-American 75 (68%), Caucasian 21 (19%), Multi-Cultural 9 (8%), other 3 (3%), and 81 (75%) women and 27 (25%) men between the age of 21 and 80. Most respondents possessed a bachelor's degree or higher 78 (72%), worked in the IC for more than 10 years 36 (33%), and earned an annual family income of more than $130,000 63 (60%). Statistically significant results showed that lack of course relevance and time constraints were perceived deterrents to participation. Communication improvement was identified as a perceived enabler for non-participants. Additional findings of this study revealed four factors"to meet new people, to achieve an occupational goal, to increase my job competence, and to expand my mind-that influenced participation in leadership development training in the IC. Major themes such as leader or supervisor support, association, encouragement, selection, career advancement, personal growth, and availability of time were highlighted as enablers and deterrents of adult participation in workplace training. These findings enhance the current body of research in adult participation by providing information on participation in the IC that was previously not available in the literature and increase practitioners' knowledge of contributing factors that might affect the development of future leaders / Ph. D.

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