No description available.

No description available.

No description available.

No description available.

The vast quantity of leadership literature discusses factors that may contribute to leader development. However, strategic leaders—defined as those individuals in key positions at the organizational apex—are a subsection of the research that deserves more attention. In particular, what sets these leaders apart or enables them to excel is an area of particular interest and is explored in this dissertation. The purpose of this study was to understand the process of leadership development, specifically through the experience and beliefs of successful senior leaders. The study addressed the following questions: 1. How do strategic leaders for the federal government describe effective leadership? 2. How do they explain the development of effective strategic leadership? 3. How do the described behaviors of strategic leadership compare to the Executive Core Qualifications established for civilian federal government leaders by the Office of Personnel Management? To answer the research questions, the study employed grounded theory as the primary analytic procedure. The subjects interviewed were from areas of the federal government dealing with national security, predominantly Department of Defense. Both military and civilians subjects participated. Data were analyzed qualitatively and a conceptual model of strategic leadership behavior was developed. Finally, implications and suggestions as to how to foster the development of such capacities are offered. The findings show, as did earlier behavioral research, that the two aspects of task and relationship are important to successful leaders. In this case, both functioned predominantly in the leaders' behavior, but under the fabric of their contextual experience built on their own self-efficacy and relations with others. It follows that more attention paid to developing self-mastery and strong relationship skills are in order. Since studies on military leadership vice civilian federal service are more likely, the findings were examined in relation to the established qualifications for senior civilian leaders, revealing a gap. While the qualifications for senior executives are behavior oriented, the research indicates a need for stronger focus on personal development, growth as an individual, and contributions made to the development of others. The relationship aspect of leadership does not receive the proper emphasis. / Ph. D.

Organizations are increasingly supporting employee's educational pursuits, especially when continuing education is used as a strategy to achieve organizational goals or groom future executives. Fulmer and Wagner (1999) found that best-practice organizations developed their own leaders and that senior executives were products of internal leadership development systems. This quantitative study was designed to better understand deterrents to participation in formal adult education from the perspective of mid- to upper-level professional, technical, executive, administrative, and managerial employees who participated in a quasi-governmental organization's leadership development program. The program consisted of three phases. The first two took place within the confines of the organization over a one-year period, and completion rates were almost one-hundred percent. For phase three, the formal education component of the program where three years were allotted to achieve the objectives, the completion rates were much lower. As a result, fifty-nine percent of all participants failed to complete the program in its entirety. Three questions were explored in the study: (a) despite efforts of the employer to address major deterrents (time, costs, family responsibilities, access, and employer support), to what extent do employees perceive any of these deterrents still exist, (b) what other deterrents do employees face as they approach or become active in the formal adult education segment (Phase III) of the leadership development program, and (c) what do employees perceive as enablers provided by the employer? A slightly modified Deterrents to Participation Scale-General (DPS-G) augmented with three open-ended questions was used to collect data from eight hundred and thirty-three respondents. Sixty-seven percent had completed all three phases of the leadership development program. Multivariate analysis of variance and content analysis were the primary analytical methods used. Results revealed that typical deterrents to participation in formal adult education were not very problematic for the respondents in this study; however, findings here reinforce those in the literature regarding the critical need for organizational support. The results have implications for the subject organization and may also apply to smaller organizations, global enterprise, and private industry, where leadership development programs with a formal education component exist or may be implemented. / Ph. D.

This research evaluates the theoretical and practical capabilities for design, development, and evaluation for a computer-based learning module for interpersonal communications. A Type One developmental study provides an asynchronous review module for a professional leadership training provider to follow up instructor-led training. The module consists of elearning review modules and animated simulations to practice the scenario-based skill practice. The literature review identifies that using online technologies as an instructional strategy offers specific advantages for summative learning strategies. In addition, studies find computer-based role-playing strategies can enhance the learning of interpersonal skills. The use of computer-based, asynchronous strategies build from the findings of four relevant studies: Weller and Blaireâ sâ (1977) use of computer-assisted judging and feedback; Schroeder's (1986) use of videodisc technology to effectively teach interpersonal skills; Kass, Burke, Blevis, and Williamson's (1993) Guided Social Simulation Model; and Holsbrink-Engel's (1997) use of computer-based role plays. One key finding from the various studies suggests that transfer of learning and skill application are dependent on post-instructional maintenance following the initial learning event. This review investigates the elements of learning interpersonal communications, the application of asynchronous strategies to achieve this learning, and effective post-instructional strategies that support comprehension and skill transfer. / Ph. D.

This research project utilized concepts and methods from the field of marriage and family therapy, to help leaders from business organizations develop greater relationship competency. A training workshop was designed and then evaluated to improve the quality of the training process, and to answer the following question: what, if any, effect did the workshop have on the participants1 relationship competencies in their work and/or family roles? The workshop participants were 12 people from small to medium sized business organizations who held leadership positions in their companies. The training model consisted of an initial three-day session, followed by a two-month interim period where the participants were given individual coaching, concluded by a two-day follow-up session. Several qualitative methods were used for obtaining data including the use of focus groups, in-depth interviews, and case notes. Formative evaluation processes provided information critical to the program1s improvement. Summative evaluation results indicate that the training was effective in helping individuals increase their relationship competency in the following four areas: 1) increased awareness, 2) greater relationship orientation, 3) new relationship-oriented behaviors, and 4) perceived outcomes. Participants reported having greater awareness of their own cognitive and emotional processes, as well as greater empathy for the experiences of others. Participants1 attitudes became more relationally oriented and were followed by new behaviors that promoted closer family relationships and collaborative work relationships. Participants credited the training with positive relational outcomes such as greater trust, more intimacy, and better communication in selected relationships. Other outcomes, specific to the experience of particular individuals, were also attributed to the training experience. The results provide preliminary evidence that MFT processes may be effective in helping leaders develop interpersonal or relationship competencies in a workshop setting. This study adds to the collection of research where family therapy models have been successfully utilized in diverse human systems contexts. / Ph. D.

The field of executive coaching has grown in popularity as a developmental tool for leaders. With the potential for a leadership continuity gap and the desire for organizations to strengthen leadership talent pools to prepare for succession planning, there is a need for empirical research regarding the effectiveness of executive coaching. The aim of this mixed method study was to explore the factors that contribute to successful coaching outcomes. The combination of an online survey of 68 high potential leaders and follow up interviews with 40 of those same leaders yielded information about the coaching experience. The results showed a correlation between the number of years a leader was with the company and his or her perception of a positive coaching experience. In addition, the total amount of time the coach and the leader spent together was correlated with the perception of a positive coaching experience. Finally, most leaders noted that exceptional coaches demonstrated professionalism in several ways, such as listening to the client, showing an interest in the client and their development, and providing advice and helpful suggestions. A better understanding of the factors that promote successful outcomes for high potential leaders will assist coaches in having positive impact on client and organizational performance. This study is unique in that it examines coaching in the context of a larger intervention, a leadership development program, using HR professionals as internal coaches with high potential leaders. For organizations using coaching in this fashion, this study addresses gaps in the literature, which was an impetus for this research. Additional research might be valuable on how coaching clients define a successful coaching outcome, a client's readiness to change, the coach-client relationship, and factors that promote sustained behavior change in a leader. / Ph. D.

No / There is widespread debate within critical management studies (CMS) as to the possibility of introducing CMS principles and ideas into organizational life. There is similarly a critique of its potential to replace the hegemony of `mainstream' business school thinking with an alternative hegemonic practice. In this article we use a reflexive analysis of our involvement as critical thinkers within the delivery of leadership-development programmes to consider these debates and explore CMS perspectives with participants. Our initial attempts were naive, but a more nuanced understanding given by theorizing our own practices offers some ways of avoiding the substitution of one hegemony with another. Although working as critical thinkers within mainstream programmes will always be problematic, we suggest that using a dialogical approach in leadership training programmes is one way of struggling with the inherent difficulties, while introducing participants to different ways of theorizing their worlds.