Afrikaans text / The researcher was approached by the security industry to identify leadership shortcomings and to design a leadership course aimed at supervisory level. The research question YJas: "Is it possible to identify shortcomings in individuals in respect of leadership qualities and to address these shortcomings by means of a leadership training model?" After a background study, a leadership training model was developed ·and a bottom-up needs analysis was executed. The developed questionnaire was distributed and the response was statistically processed and interpreted. The target group was identified. The course was designed, presented and evaluated. The impact of this course will be determined through research after a period of 12 to 18 months by comparing and interpreting personnel statistics on aspects like absence without leave, personnel turnover, sick leave and a number of disciplinary hearings. / Die navorser is deur 'n sekuriteitsmaatskappy genader om leierskap­ tekortkominge te identifiseer en 'n kursus te antwerp en aan te bied wat op toesighouervlak gerig is. Die navorsingsvraag is : "Is dit moontlik om tekortkominge ten opsigte van leierskapkwaliteite te identifiseer en deur middel van 'n leierskap­ opleidingsmodel aan te spreek?" Na afloop van 'n agtergrondstudie, is 'n leierskapmodel ontwikkel en 'n onder-na-bo-behoeftebepaling uitgevoer. Die ontwikkelde vraelys is versprei en die terugvoere is statisties verwerk en ge'interpreteer. Die teikengroep is ge'identifiseer. Die kursus is antwerp, aangebied en geevalueer. Die impak van die kursus sal deur middel van verdere navorsing na 'n periode van 12 tot 18 maande getoets word deur die vergelyking en interpretering van personeelstatistieke met betrekking tot afwesighede sander verlof, personeel omset, siekteverlof en die aantal dissplinere verhore. / Curriculum and Instructional Studies / M. Ed. (Didaktiek)

Text in Afrikaans / Die doel van hierdie navorsing is om te bepaal tot watter mate waargenome leierskapvaardighede van die middelvlakbestuurders in 'n provinsiale hospitaal, 'n voorspeller is van topprestasie. Vanuit die literatuuroorsig word leierskapteoriee, die veranderende konteks van leierskap, leierskapstrategiee en -vaardighede bespreek. Die rasionaal vir topprestasie, visie in topprestasie-organisasies en die beginsels van topprestasie word ook bespreek. Die navorsingsontwerp is 'n beskrywende studie en maak gebruik van 'n gestratifiseerde ewekansige steekproef. Die leierskapvaardigheidsvraelys (Charlton, 1991) is vir die meet van die leierskapvaardighede gebruik en die PA VE-vraelys is gebruik vir die meet van die vlak van topprestasie in die organisasie-eenheid. Die resultate vertoon bemagtiging as die vemaamste voorspeller van topprestasie by die middelvlakbestuurders. Toekomstige navorsing kan temas insluit soos die rol en potensiaal van 'n gedeelde visie, volharding, en werkstevredenheid. Relevante sleutelwoorde is transformerende leierskapvaardighede, topprestasie, bemagtiging en middelvlakbestuurders. / The aim of this research is to determine to what extent perceived leadership competency of the middle level manager in a provincial hospital, is a predictor of peak performance. The literature highlights leadership theories, the changing context of leadership, leadership strategies and competencies. The rationale for peak performance, vision in peak performing organizations and the principles of peak performance are also discussed. The research design is a descriptive study which uses a stratified randomized sample. The leadership competence questionnaire (Charlton, 1991) is used to measure the leadership competencies. The PA VE questionnaire is used to measure the level of peak performance in the organizational unit. The results indicate empowerment as the most prominent predictor of peak performance of middle level managers. Future research may include the role and potential of a shared vision, determination and work satisfaction. Relevant keywords are transformational leadership competencies, peak performance, empowerment and middle level managers. / Industrial and Organisational Psychology / M.Com. (Bedryfsielkunde)

abstract: High schools throughout the country posit leadership as one of the characteristics they develop while students are with them. All too often though, this leadership development is limited to those in title positions of leadership or is only accomplished through informal training mechanisms. The challenge for educators is to develop leadership that can critically address community problems, a challenge that is made more difficult in a broader social environment that is becoming politically, economically, and racially more polarized. This action research study investigated how high school students understand transformative leadership as one way to address this problem. Using a hermeneutic orientation, this qualitative study investigated high school students’ (N = 8) understanding of transformative leadership. Situated within a leadership class open to any 11th or 12th grader, participants engaged with a community-based, service-learning project as a method to enact their leadership in a meaningful way. The use of Catholic Social Teaching as a way to frame the service-learning project allowed for a direct connection with the school’s Catholic identity and mission. Data sources included reflection journals, interviews, focus groups, and a researcher observation journal. Findings from the study suggest that high school students understand and enact transformative leadership through participation in a service-learning project. Participants understood transformative leadership to different extents, indicating that transformative leadership develops in different stages. These results, along with implications for future research, are discussed. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2016

With the increasing level of complexity that leaders face today, represented in the accelerating pace of technology advancement and globalization, along with the climate change indicators reaching unprecedented levels, the need for good leadership quality has become more crucial than ever. The Framework for Strategic Sustainable Development provides a systems perspective, a principle-based definition and a way to strategically move towards sustainability, however still there is a need to specify what is required for leaders to lead organizations through this process. The aim of the thesis is to explore how corporate leadership development companies can develop the essential leadership competencies to address the sustainability challenge. The study used the Key Competences in Sustainability Framework as a base to interview six leadership development companies from different areas in the world. The findings revealed that there is an essential need for self-development for leaders to handle complexity, as well as the need from leaders to create the proper conditions for their organizations to utilize the competences from the KCSF. Furthermore the results also showcased the need for standard common definition regarding sustainability.

This thesis makes a conceptual contribution to the field of school leadership studies with a descriptive and analytical representation of the current practice and development of leaders in English Primary schools. The aim of the research is to investigate the development of nineteen school leaders, nesting their own vivid descriptions of their leadership development within a professional researcher enquiry for new knowledge and understanding. An extensive literature review locates the argument in a historical and cultural context, directed by the first research question: ‘What are the knowledge claims about the changes to school leadership and management in the policy and research literature in the last twenty-five years?’ The second research question asks: ‘What are the knowledge claims of the practice of school leadership in Primary schools as found in the official and research literature?’ Findings from the literature provide knowledge of the official expectations and advice given to school leaders in the implementation of their work. The literature also provides knowledge of leadership practice associated with issues of power, micro-politics, social and moral frames used by leaders as social agents in interpreting their leadership. Research questions three and four direct the field-research asking: ‘How are leadership roles practised and developed in Primary schools?’ and ‘What are the empirical findings that build knowledge of Primary school leadership practice and development?’ A case-study methodology structured the field-work, with qualitative research conducted in four Primary schools in North-West England during one academic year, 2008-2009. The empirical data for the case was primarily collected from nineteen members of four Senior Leadership Teams (SLT) through semi-structured interviews and observations of SLT meetings. The analysis of the full research findings is presented in an original construction of leadership, conceptualised as the PIVOT. This framework presents the key findings as integrated factors in a holistic frame around a central point, the PIVOT of leadership, which is explained as the Purpose, the Identity, the Values, the Options and the Trust, presenting wider issues for educational leadership decisions. The final research question five asks: ‘What recommendations can be made for policy and practice regarding school leadership development in Primary schools?’ Findings from the case-study make a contribution to knowledge about current school leadership practice and development, explained as a holistic, integrated approach underpinned by a wider, educative rationale, identified in the PIVOT framework. This raises issues for policy-makers and school practitioners in the development of Primary school leaders as educational leaders and provides a resource for further research enquiry by academic researchers with an interest in developing Primary school leaders.

Today’s youth are tomorrow’s leaders’, and for that reason, it is considered important by researchers and practitioners alike to understand how to develop effective leadership skills and characteristics. The purpose of this research was to explore concepts of leadership including leadership development (LD) within an international development through sport context. The Commonwealth Games Association of Canada’s (CGC) International Development through Sport (IDS) administration team created a program called the Capacity Support Program (CSP). The CSP is an internship program offered to recent university graduates to assist in various initiatives intended on building sporting capacity within partnering Commonwealth countries. Participants also known as Capacity Support Officer’s (CSO’s) were immersed within an international environment with a host sport organization (e.g., Barbados National Olympic Committee) for approximately fourteen-months. In this study, interviews were conducted with IDS administrators to clarify and provide further detailed information about the program. In addition, archival material (e.g., pre-departure training manual, website articles, DVDs), interviews with CSO’s, and a debrief focus group session with the CSO’s which discussed their experiences and the various concepts of leadership and LD within an international development through sport context was conducted. Data was recorded and transcribed verbatim. A grounded theory approach, specifically the inductive coding technique was utilized throughout the content analysis procedure. Findings showed that concepts of leadership and LD were 1) a fundamental component of the program and 2) linked to various existing literature on leadership theories (e.g., authentic leadership). Further, findings demonstrated the program design and training were significant components of LD and that the cross-cultural context accelerated LD. These findings and others will culminate in a discussion regarding future studies of leadership and LD.

In this thesis, in which I use the stand-alone paper format, I employ a Foucauldian lens to examine Alberta’s Future Leaders (AFL), an Aboriginal youth leadership development program. In the first paper, I identify how power relations shape AFL, including its ambitions and struggles towards developing sustainable programming. In the second paper, I examine AFL’s cross-cultural approach to mentorship and the ways in which failing to address issues of culture (re)produces colonial relations of power. Overall, my findings highlight the importance of recognizing and problematizing the power relations at work within Aboriginal youth leadership development initiatives.

Ph.D. / The aim of this study was to investigate how to integrate spirituality into leadership development in order to develop more ‘complete’ leaders or whole leaders equipped to face the challenges of the 21st century. The problem statement was as follows. There is growing evidence that current leadership development models, theories and practices are incomplete − there is, thus, a ‘missing ingredient’. As a result of this ‘gap’ leadership development, in general, is producing ‘incomplete’ leaders who are not equipped to deal with the organisational challenges of the 21st century. Based on this problem statement the following research questions were formulated:  Should dimensions of spirituality (or manifestations thereof) be integrated into leadership development, and if so,  What dimensions of spirituality should be integrated into leadership development?  How should such integration be accomplished? In other words, what “tool” should be applied to illuminate the way in which spirituality may be integrated into leadership development? For example, is it possible to construct a model based on what exists in the literature and on the insights gained from the experiences of leaders? Accordingly, a modernist qualitative research methodology casing was adopted and grounded theory employed. Appropriate qualitative guidelines were followed in order to ensure both a quality and an ethical study. Purposive sampling facilitated the selection of thirteen employees as research participants. The data were collected using semi-structured interviews. These interviews yielded rich, descriptive data which was then systematically analysed using grounded theory. After analysing the data, the participants’ first-order constructs were related to the abstract concepts of leadership and spirituality which had emerged from the literature. This, in turn, culminated in the development of a model which integrated spirituality and leadership development. The DUAL model presents an approach to developing leaders that integrates spirituality across all levels of leadership. The model is built on the first- and second-order constructs that emerged from the study. The model can be used to develop both what leaders need to know and do, as well vi as what leaders need to be. The DUAL model can be used to develop ‘complete’ or ‘holistic’ leaders as they journey through a process of: discovery, understanding, acceptance and ultimately love. Despite the shortcomings that were apparent in the study the aim of the study was realised with the study contributing to the development of theory on leadership and spirituality and also providing insights which may be applied practically in programmes designed to develop leaders. The dissertation concluded with recommendations for further study.

Recent studies reveal that a considerable number of U.S. community college leaders will be retiring in the next several years. The concern is that with the large turnover, history, culture, and important lessons of leadership will be lost. The current research on the lives of presidents, their career paths, and experiences in community college leadership centers on approaches to the study of leadership at the macro level. Limited research exists in the published literature that reports and analyzes the development of individuals as community college leaders at the micro level. This results in a gap regarding understanding leadership development and strategies to prepare leaders. This study addresses this gap by providing a critical description of the leadership development of one individual who became a community college chancellor and who the literature on the community context indicates contributed to the local and national context for community colleges. Biography is gaining prominence as a legitimate and viable tool in the study of leadership. Few biographical studies currently exist which focus on leadership development in context at the micro level. This dissertation is a biographical, qualitative study of the leadership path and legacy of R. Jan LeCroy, a community college leader. The study combined two viable approaches to biographical inquiry: a scholarly chronicle and the realist approach. Data included the use of primary and secondary sources and included interviews, document analysis, and archival data such as newspaper articles, memos, and minutes of meetings. The data were analyzed and the findings discussed using the theoretical framework of Gronn's (1993) career model of leadership, Vaughan's (1986) study of the career paths of presidents, and Sullivan's (2001) study of four distinct generations of community college leaders. The leadership path of R. Jan LeCroy paralleled the four stages in Gronn's (1993) career model of leadership; he shared characteristics of the presidents surveyed in Vaughan's (1986) study; and he fit the profile of the second generation of community college leaders as described by Sullivan (2001).

This research study identified the frequency in which six public school districts in Texas provided principals with effective development opportunities prior to the principalship excluding university or certification programs. A purposive sample of over 200 principals from six school districts in the Dallas/Fort Worth area were asked to participate in the study yielding a response rate of 41%. Respondents identified through a questionnaire their leadership development opportunities and perceptions of preparedness on nine standards common to the profession. Principals were nominally grouped for comparison. The perceptions of preparedness for principals who received effective leadership development opportunities were compared to those who did not receive these same opportunities using an independent samples t-test to determine statistical significance (p < .05). Peer coaching yielded the most statistically significant results in three standards. This finding indicates principals who receive peer coaching prior to the principalship compared to those who did not perceive themselves as more prepared in the areas of community collaboration, political, social, economic, legal, and cultural context, and curriculum, instruction and assessment. Effect size was measured for the statistically significance standards to determine practical significance. Each of the five statistically significant standards yielded a medium effect size indicating that the leadership development methods received by participants explained approximately 30% of the difference.