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This study explores the extent to which organizational culture and operational environment influence the leadership activities of an organization in the midst of significant organizational change and whether culture drives leadership development or vice versa. After exploring several different leadership theories, the study focuses on the concepts of transformational leadership as the theoretical foundations for the leadership component of the research. Likewise, the study builds on organizational theory and sociological foundations to focus on the work of Schein and Hatch for organizational culture, and Schneider for key concepts used in the development of person-organization fit. The research in this study concentrated on the manufacturing organization of a large, well-known company based in the US. This organization is in the midst of considerable organizational change in response to upheavals in its markets, its technology, and its manufacturing strategy. Research was conducted through collection of data from public sources, review of internal organization documents, a survey of perceptions of the organizational culture held by the staff, and detailed interviews with a cross section of the professional and managerial staff involved in the leadership development process. The results of the research and analysis showed that despite strong efforts by executive leadership and developing leadership at all levels to create a more compassionate organizational culture, the crisis facing the organization caused even the most committed and well-meaning individuals to revert to a cultural norm of a driven, results-oriented organizational culture. The interviews and survey data led to conclusions that culture change is a long term effort; that it requires executive leadership commitment, vision, and constant communication to reinforce the vision; and is best addressed through leadership development in the younger staff with less personal investment in the status quo.

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.

Recreation programs for youth are increasingly being asked to justify their purpose beyond providing fun and games. Stakeholders (e.g., taxpayers, parents, or donors) expect youth programs to develop specific outcomes in young people that will assist them in becoming fully functional adults. More empirical evidence is needed to support the idea that recreational programs indeed provide added educational or developmental benefits. One key outcome that transcends many recreational programs, regardless of setting, is leadership development. Therefore, the purpose of this study was to evaluate leadership development in a Boy Scouts of America (BSA) High Adventure Program. Two research objectives guided this study. First, the researcher sought to determine whether youth participants in Philmont’s 12-Day Trek High Adventure Program reported increases in leadership measures as a result of their experiences. Based on the goals of this program, the researcher hypothesized that self-reported leadership qualities would increase after youth had participated in the program. Second, the study went one step further to explore what characteristics of the High Adventure Program potentially promoted or detracted from leadership development within the BSA High Adventure Program. The research design for this study was a non-experimental retrospective research design using quantitative and qualitative data obtained from a single sample of participants at the Philmont Scout Ranch. The method of data collection employed a self-administered survey instrument given to participants upon completion of their program. The survey used the Youth Leadership Life Skills Development Scale in addition to two open-ended questions designed to extract elements that promoted or detracted from leadership development. Results from the Youth Leadership Life Skills Development Scale indicated that there was a statistically significant difference between the mean of participant attitudes before the Philmont experience and the mean of participant attitudes after the Philmont experience. Results from the open-ended questions isolated nine emergent themes that participants reported to promote leadership development and four that detracted from leadership development. Overall, this study provides much needed empirical evidence to contribute to the idea that recreational youth programs, while providing fun leisure experiences, can utilize their settings to make an even bigger contribution to the lives of young people.

Leadership development is a widespread and burgeoning global enterprise, as well as a rapidly growing field of academic study. An estimated $50 billion is spent on leadership programmes annually (Kellerman, 2012) and yet, there is a large degree of confusion regarding what is known regarding optimal approaches, especially those that are tied to organisational outcomes. There is further confusion in terms of the evidence to reinforce such claims, as well as effective forms of measuring leadership, particularly after interventions. The aim of this dissertation is to address those two topics, as well as to assess the current state of literature in terms of leadership development for professionals. A novel methodology was employed called a systematic evidence analysis (SEA), which isolates multiple data sets and involves several stages and layers of analysis. This study involved three separate, but related literature reviews to generate these data sets. The first was a systematic review of leadership development for professionals in multiple domains that identified 56 studies. The second was a review of existing literature reviews on leadership development for physicians that included one non-systematic and six systematic reviews. The third was a systematic review of leadership development for physicians that included 25 studies. A validated instrument, the Medical Education Research Study Quality Instrument (MERSQI), was applied to each of the 25 aforementioned studies to critique their quality. Categories of evidence groupings were then devised based on commonalities among the included studies’ designs. The categories of evidence are: strong, good, moderate, limited, and anecdotal. Further stages of analysis involved investigating two of the conclusions from the best available studies in detail, as well as developing a prototype theoretical model of leadership development and evaluation. The results are that the overall quality of literature is quite low. None of the 25 studies qualifies as strong evidence, two are good evidence calibre, four are moderate, and the remaining 19 are either of either limited or anecdotal quality. The overall mean was in the anecdotal calibre range. Likewise, there were common flaws in the seven literature reviews that were analysed, including failing to tier the findings and conclusions according to the quality of evidence. Conclusions from the strong and moderate evidence studies include that workshops followed by videotaped simulations with expert feedback can improve observable leadership behaviour and contribute to self-awareness. Action-learning is effective in enabling participants to achieve organisational and benefit to patients/clients outcomes, among others. Leadership development has been found to lead to a variety of individual outcomes, such as increased confidence, self-efficacy, and career advancement. Further analysis revealed that Knowles’s (1984) principles of adult education is perhaps the most common educational theory applied to leadership development design. This thesis adapted and expanded his theory by adding two principles, as well as providing examples from the included studies. A second finding was explored in detail, which is the collection of factors before, during, and after interventions that facilitate or inhibit the application of leadership following programmes. These are important not only to enhance the impact of programmes, but to avoid common pitfalls that led several programmes to fail. The beginnings of a theoretical model are offered concerning the cardinal and complementary functions of different developmental activities, which can maximise their utility, especially in reference to specific programme objectives. Another product of the systematic evidence analysis is an outcomes-based prototype theoretical model of leadership design and evaluation. Finally, elements of quality research design and evaluation are presented, as is an overarching proposal to ameliorate the thin nature of the evidence in the field. The conclusions suggest that the state of the literature in the field needs to be improved. This can be done through a combination of stronger individual study and literature review research designs, better reporting, and tiered findings and conclusions based on the quality of the evidence. Outstanding specific gaps in, or extensions of, the knowledge base are included. This thesis provides a clear and transparent elucidation of what is known in terms of optimal leadership development for professionals and the evidence to reinforce it, which can potentially inform practitioners and serve as the foundation for further research. Similarly, those designing and delivering programmes can potentially use aspects of the two conclusions explored, as well as the two theoretical models, to guide their interventions. The intention is that doing so could increase the impact of programmes, as demonstrated by improved outcomes.

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.

South Africa is held up internationally as a beacon of good practice in terms of its efforts to promote gender equality, the increased number of women in leadership positions in all spheres of government is testament to this. The representation of women in all spheres of government is advocated for and promoted by legislation and policies that aim to promote a gender focus in all government procedures and programmes. However, representation alone does not guarantee the promotion of gender equality; representation should be supplemented by a focus on gender in all aspects including training and development of councillors in local government. The research focus of this dissertation is the Municipal Leadership Development Programme (MLDP) offered by the Department of Cooperative Governance and Traditional Affairs, under the Local Government Leadership Academy. The MLDP is a leadership development programme offered to councillors in local government in order to improve their leadership skills. This study highlights the need and importance of incorporating a gender focus in leadership development programmes offered to women in local government by identifying the extent to which gender considerations have been built into the Programme evaluation. The study is conducted using qualitative research methodology. This is done in the form of individual and focus group interviews with the Programme developers, Programme participants, Programme coordinators and the Programme facilitators. The aim of these interviews being to gain an understanding of the perceptions, views and experiences of the stakeholders in the Programme regarding the current evaluation framework of the Municipal Leadership Development Programme. In line with the results of the interviews with the Programme stakeholders’ regarding the effectiveness of the MLDP evaluation framework in building gender considerations into the Programme evaluation the study proposes a gender evaluation framework. A gender evaluation framework is an evaluation framework that builds in gender considerations at every step in the evaluation framework to ensure that the effectiveness and impact of a Programme is not hampered by underlying gender barriers. This dissertation provides recommendations for the implementation of the proposed gender evaluation framework for leadership development of women in local government. This is done in order to ensure that the gender focus that has led to South Africa being held up as a beacon of good practice cascades to leadership development evaluation. / Dissertation (MAdmin)--University of Pretoria, 2011. / School of Public Management and Administration / unrestricted

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