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Yes / This essay draws on insights taken from Lacanian psychoanalysis to rethink and resituate notions of the self and subjectivity within the theory and practice of experiential leadership development. Adopting an auto-ethnographic approach, it describes the author’s own experience as a participant in a programme of equine assisted learning or ‘horse whispering’ and considers the consequences of human-animal interactions as a tool for self-development and improvement. Through an analysis of this human/animal interaction, the essay presents and applies three Lacanian concepts of subjectivity, desire and fantasy and considers their form and function in determining the often fractured relationship between self and other that characterises leader-follower relations.

Collaborative learning as it pertained to leadership development was an obscured method of learning. There was little research addressing the attributes contributing to collaborative learning for leadership development in leadership development programs. By completing this manuscript, scholarly learners may have additional information on knowledge-based practicing organizations. The purpose of this qualitative study was to understand how collaborative learning influenced leadership development within leadership development programs within high performing organizations. Data collection included semistructured interview questions and a review of training documentation with a combination of dramaturgical coding and purposive sampling from 20 participants that attended leadership development programs within a high performing organization. The 7-step data analysis process, methodology triangulation, and member checking consisted of structure and credibility of the findings. There were primary and secondary themes that aligned with Hanson's leadership development interface model. The 2 primary themes were categorized as collaborative learning and shared knowledge, while the secondary themes included role models, communication: listening and feedback, problem-solving, knowledgeable: subject matter expert, transparency, and training and teaching. The findings of this study suggest that collaborative learning influenced leadership development programs by practicing group work and by sharing different ideas. These findings have potential implications for positive social change, as the information may add to the body of knowledge for future scholars and valuable information for stakeholders to build a knowledge-based practicing organization.

For any organisation it is necessary for their managers to be well developed and highly skilled. Managers who lack the necessary skills often have to be provided with the opportunity to develop further. The objectives of this research were to conceptualise the terms leadership development and development assessment centre; to explore the content and methodology related to a leadership development assessment centre; and to evaluate the results of a leadership development programme for employees on leadership skills/competencies. The study was implemented since little research in the South African context could be traced concerning the evaluation of DACs in a leadership context. Therefore the purpose of this study was to evaluate a developmental assessment centre. The participants were managers selected from a steel manufacturing organisation from the Gauteng plant. The entire population comprising 72 (N=72) participants, of whom 36 (N=36) were managers and 36 (N=36) subordinates, peers or management, were utilised in the study. The measuring instrument administered before and after the implementation of the development assessment centre was the Leadership behaviour inventory (LBI-2) ,pre- and post-leadership measures can be utilized to determine the effectiveness of various organisational interventions. Levene‟s test was utilised to establish whether the variance of the scores for the pre- and post-test was the same and Paired-samples t-test was used to analyse the data. The results indicate that statically significant increases were recorded across all the leadership competencies between the pre-test and the post-test measurements. The largest increase manifested between the Articulating vision competency, and the Systems competency between the pre- and post-test. The smallest increase was noticeable between the pre- and post-test rating for the Co-ordination competency. It can therefore be concluded that the DAC was successful in developing the leadership competencies of the middle-level managers. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2012

For any organisation it is necessary for their managers to be well developed and highly skilled. Managers who lack the necessary skills often have to be provided with the opportunity to develop further. The objectives of this research were to conceptualise the terms leadership development and development assessment centre; to explore the content and methodology related to a leadership development assessment centre; and to evaluate the results of a leadership development programme for employees on leadership skills/competencies. The study was implemented since little research in the South African context could be traced concerning the evaluation of DACs in a leadership context. Therefore the purpose of this study was to evaluate a developmental assessment centre. The participants were managers selected from a steel manufacturing organisation from the Gauteng plant. The entire population comprising 72 (N=72) participants, of whom 36 (N=36) were managers and 36 (N=36) subordinates, peers or management, were utilised in the study. The measuring instrument administered before and after the implementation of the development assessment centre was the Leadership behaviour inventory (LBI-2) ,pre- and post-leadership measures can be utilized to determine the effectiveness of various organisational interventions. Levene‟s test was utilised to establish whether the variance of the scores for the pre- and post-test was the same and Paired-samples t-test was used to analyse the data. The results indicate that statically significant increases were recorded across all the leadership competencies between the pre-test and the post-test measurements. The largest increase manifested between the Articulating vision competency, and the Systems competency between the pre- and post-test. The smallest increase was noticeable between the pre- and post-test rating for the Co-ordination competency. It can therefore be concluded that the DAC was successful in developing the leadership competencies of the middle-level managers. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2012

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