Text in Afrikaans, abstract in Afrikaans and English / The development of leadership potential in adolescents cannot be approached in a haphazard manner. It ought to occur on the basis of a dynamic development model within a structured space. Such a model should not only prepare adolescents for their current leadership role, but also, and more particularly, its very nature should be more career-oriented. The question of what model will strive to equip adolescents with greater entrepreneurially-orientated leadership knowledge, therefore justifiably calls for closer investigation. In this study, an attempt has been made to find a suitable model to meet these needs. With this in mind, a study of the literature on the phenomenon of successful leadership was undertaken. Various relevant aspects that incorporate organisationally-structured management, were also examined. This enabled the researcher to develop a practice-oriented model from a study of the literature. In the implementation of the research design, use was made of qualitative research methods and techniques in order to collect and analyse relevant data. The study entailed 'action research' in which two independant groups were involved. For this purpose, the research results of the second cycle were concentrated on in order to reach findings and draw conclusions, and to make recommendations. This research ultimately revealed that adolescents have a deep need for entrepreneurially-oriented leadership development content. Individual participants also derived significant benefits from the implementation of the model. Owing to the success achieved with this research study, the management team of the school involved has decided to establish a full-time entrepreneurship centre for its pupils. This study can therefore be regarded as a contribution towards meeting the need for similar models in South African schools, in a practical and viable way. / Die ontwikkeling van adolessente se leierspotensiaal is nie iets wat lukraak aangepak kan word nie. Dit behoort aan die hand van 'n dinamiese ontwikkelingsmodel binne 'n gestruktureerde ruimte te geskied. Sodanige model behoort adolessente nie alleen vir hul huidige leierskaprol voor te berei nie, maar behoort in besonder ook 'n meer beroepsgerigte karakter te openbaar. Daar kan dus tereg gevra word hoe die model behoort te lyk wat daarna streef om adolessente met groter entrepreneursgerigte leierskapskennis toe te rus. In hierdie studie is gepoog om vas te stel of 'n geskikte model gevind kan word wat aan bogenoemde behoefte voldoen. Met die oog hierop, is 'n literatuurstudie oor die verskynsel van suksesvolle leierskap onderneem. Daarbenewens is verskeie toepaslike aspekte waarbinne die bestuurswese hom in 'n organisatoriese struktuur vergestalt, ook van nader beskou. Dit het die navorser in staat gestel om 'n praktykgerigte model vanuit 'n literatuurstudie te ontwikkel. Tydens die implementering van die navorsingsontwerp, is van kwalitatiewe navorsingsmetodes en -tegnieke gebruik gemaak om relevante data in te samel en te analiseer. Die studie het voorts die vorm van aksienavorsing aangeneem waarby twee onafhanklike groepe betrek is. Vir die doeleindes is daar op die navorsingsresultate van die tweede siklus gekonsentreer om bevindinge, gevolgtrekkings en aanbevelings te maak. Hierdie navorsing het uiteindelik getoon dat adolessente 'n groot behoefte aan entrepreneursgerigte leierontwikkelingsinhoude toon, terwyl individuele deelnemers baie baat by die implementering van sodanige model gevind het. Op grond van die sukses wat met hierdie navorsingstudie behaal is, het die bestuurspan van die betrokke skool besluit om 'n voltydse entrepreneurskapsentrum vir sy leerlinge tot stand te bring. Hierdie studie kan derhalwe beskou word as 'n bydrae om die behoefte aan soortgelyke modelle in Suid-Afrikaanse skole op 'n prakties-uitvoerbare wyse te vervul. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Thesis (MTh)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: This study is about the practical theological challenges faced by the AFM of SA Fountain of life congregation in the Winterveldt community. The Fountain of life congregation has minimal involvement in the community of Winterveldt, a community plagued by numerous life threatening plights. The congregation is in a survival mode after stagnating for a number of years and with serious challenges of declining or even facing possible extinction. This study's goal is to develop a practical theological theory, strategy and process which the AFM of SA Fountain of life congregation would be inspired to implement in order to contribute towards arresting theological, social, economical and moral degradation in the community of Winterveldt. The researcher employed a practical theological methodology and explored areas that are vital for the answering of the research problem, "What can be done in the Fountain of life congregation to maximize the participation of all members to serve the community of Winterveldt as well as the larger society?" It is hypothesized that Practical Theology will give the AFM of SA Fountain of life guidance and equip this faith community and its leaders theologically to consider their vocation, to develop a practical theological ecclesiology, a way to be the true, faithful and effective local church which is the salt and light of the world, including Winterveldt. The study explored the "world" in which Fountain of life finds itself, in terms of its contextual as well as the congregation's identity analysis. The normative aspects of being a missional church which covered the missional identity, empowerment and involvement of laity, and missional leadership were elaborated, while spiritual discernment with areas particular to Fountain of life received attention in the normative aspects of spiritual discernment. It is recommended that the identity of Fountain of life be grounded in the mission of the Trinitarian God (missio Dei of the Trinitarian God). The missionary identity and character of Fountain of life should be built and developed upon the eight dominant patterns found in a missional church. The researcher strongly encourages the Fountain of life congregation to employ the missional leadership strategies while engaging in a total involvement leadership style, which integrates high concern for getting the task completed and a high concern for good people relationship. The leadership of Fountain of life is further encouraged to use the suggested laity empowerment strategies in order to empower, develop, and involve the laity. Missional transformation can only succeed if the laity is empowered and committed to deal with new realities. Leadership is key in engaging the laity. The pastor and the leadership of Fountain of life must teach, educate, lead, and engage the congregation, and also partner with other communities of faith and organizations especially the South African Partnership for Missional Churches (SAPMC) to succeed. Fountain of life should practice missional praxis theology, a holistic theological model that describes the methodology for congregations to develop their own contextual ecclesiology within the parameters of God‘s overall design for the Church. / AFRIKAANSE OPSOMMING: Die navorsing handel oor die prakties-teologiese uitdagings van die Apostoliese Geloofsending (AGS) in Suid-Afrika se Fountain of life gemeente in Winterveldt (Tswane metropolitaanse area). Fountain of life het minimale invloed in die Winterveldt gemeenskap, 'n gemeenskap wat gebuk gaan onder baie ernstige sosiale probleme. Die gemeente is net besig om te oorleef, dit is stagnant en staar agteruitgang of algehele ondergang in die gesig. Die studie poog om teorie, strategie en ʼn proses te ontwikkel wat die Fountain of life gemeente in staat sal stel om ʼn bydrae te lewer om die algehele agteruitgang op teologiese, sosiale, ekonomiese en morele gebied, aan bande te lê en selfs om te keer. Die navorser gebruik ʼn prakties-teologiese benadering ter beantwoording van die navorsingsvraag: "Hoe kan die Fountain of life gemeente deelname van lidmate maksimaal benut sodat hulle Winterveldt en die groter gemeenskap kan bedien?" As die Fountain of life AGS gemeente die prakties-teologiese uitdagings wat die gemeenskap in die gesig staar, kan ondersoek en verstaan asook maniere vind om dit aan te spreek kan hulle die lot en swaarkry van die gemeenskap se mense help verlig. Die navorsing ondersoek die gemeente se bestaanswêreld, haar meer onmiddellike konteks asook haar identiteit. Wat is die normatiewe basis van ʼn missionale gemeente? Wat is die implikasies daarvan vir missionale identiteit? Hoe word lidmate bemagtig en hoe raak hulle betrokke? Wat behels missionale leierskap? Verder word baie klem geplaas op die normatiewe beginsels van geestelike onderskeidingsvermoë en wat dit in die praktyk vir die gemeente beteken. Die studie stel voor dat Fountain of life haar identiteit in die sending van die drie-enige God (missio Dei) leer vind. Die agt kenmerke van ʼn missionale gemeente behoort die identiteit van die gemeente te bepaal. Die navorser voel sterk dat die gemeente missionale leierskap strategieë moet implementeer. Dit behels volle oorgawe aan die taak sowel as ʼn volledige betrokkenheid by mense. Die gemeente se leierskap word aangemoedig om lidmate te bemagtig, te help om geestelik te ontwikkel en om in die kerk en gemeenskap betrokke te raak. Missionale transformasie kan alleen slaag as lidmate betrokke is, bemagtig is en bereid is om nuwe werklikhede te hanteer. Leierskap moet hiertoe verbind wees. Die plaaslike pastoor en die gemeente se leierskap moet lidmate toerus, voorgaan en betrokke kry. Hulle moet ook met ander geloofsgebaseerde organisasies netwerk, in die besonder die Suid-Afrikaanse Genootskap van Gestuurde Gemeentes. Fountain of life gemeente word opgeroep om missionaal en holisties teologie op ʼn praxis styl te beoefen sodat die gemeente ʼn eie kontekstuele ekklesiologie binne die koninkryk se parameters van die missio Dei kan ontdek.

Thesis (MBA)--University of Stellenbosch, 2011. / Research shows that identifying and developing new leaders should be a leader’s primary focus due to the impact it has on the productivity, performance and sustainability of the organisation. The Young Lions Programme was a leadership development programme for high-potential supervisory staff implemented by a major South African financial institution’s retail banking division in the Western Cape region in 2006. The programme ran for three years until it was discontinued in 2008 due to the organisation implementing a national leadership development programme for all team leaders. Many of the organisation’s other regions still run development programmes for high-potential staff. However, the Western Cape region has not implemented another programme aimed specifically at high-potential staff since 2009. The effectiveness of the programme was never measured, nor was any research conducted to determine best practices for leadership development programmes. The aim of this research report is therefore to analyse the success of the programme through qualitative analysis by measuring the data gathered against the objectives originally set for the programme. Furthermore, this report aims to identify best practices in leadership development through the completion of a literature review and to make recommendations to the organisation for future leadership development programmes. The findings of this report are that the programme was successful in many aspects as demonstrated by the positive responses from the respondents to the questionnaire, and by the data analysed from the organisation’s database. Notwithstanding the success of the programme, responses from the questionnaire as well as the relevant research suggest that improvements can be made to the programme to increase its effectiveness in identifying, developing and retaining leaders in the organisation. These recommendations are summarised in the final chapter of this report.

This thesis examines my experience of leading leadership development. During the last three years I have been researching my role as Head of Leadership and Organisational Development at the University of Hertfordshire (UH), with a view to making sense of and rethinking leadership and approaches to leadership development more generally. This thesis considers how my own thinking and practice has changed and developed as a consequence of paying attention to and reflecting on personal experience, whilst at the same time locating my sense-making in the broader academic scholarship. Narrative accounts of the significant incidents and interactions that I have participated in during the past three years have been shared verbally with the participants on the programmes that I lead, and explored more extensively in written form with colleagues in the learning community on the Doctorate in Management (DMan) programme at UH, as a means of intensifying my sense-making and its generalisability to a community of engaged enquirers. My research was prompted by disillusionment with the dominant discourse on leadership and leadership development based as it is on theories, frameworks, tools and techniques that privilege a form of autonomous, instrumental rationality and deceptive certainty that did not reflect the social, non-linear, uncertain day-to-day realities faced by me and the managers with whom I worked. In this thesis, I draw on my experiences as a manager, leader of leadership development, and a student of leadership development, to problematise the mainstream managerialist conceptions of leadership and organisation that are now part of the organisational habitus (Bourdieu, 1977) in the UK. The rise and naturalisation of managerialist ideology across the private, public, and charitable sectors in the UK makes it an inordinately difficult perspective to contest without risking some form of exclusion. I contend that my experience of attempting to encourage radical doubt and enquiry rather than the mindless acceptance and application of conventional wisdom contributes to knowledge in the field of leadership and organisational development by providing insight into and an alternative way of thinking about and practising leadership and leadership development. In contesting dominant conceptions, I proffer a more reality congruent alternative to mainstream thought. I draw on the perspective of complex responsive processes of relating (Stacey et al, 2000, Griffin, 2002, Shaw, 2002), critical management studies (Alvesson and Willmott, 1996), social constructionism (Berger et al, 1966), and other thinkers critical of managerialist conceptions of leadership and leadership education (Khurana, 2007) to explore leadership as a social, relational activity where leaders are co-participants, albeit highly influential ones, in the ongoing patterning of relationships that constitute organisation. However, I argue that it is insufficient for management educationalists to snipe critically at managerialism from the sidelines, problematising one perspective and simply replacing it with another (Ford et al, 2007), leaving their participants ill-equipped to navigate the potentially destructive political landscape of day-to-day organisational life. While the dominant discourse on leadership and organisation is flawed, to avoid exclusion managers must still become fluent in the language and practice of managerialism, the ideology that has come to dominate the vast majority of organisational communities in which they find themselves. In this thesis, I argue that it is crucial for managers and leaders of leadership development to engage with a polyphony of perspectives, and develop the reflective and reflexive capacity to continuously explore and answer for themselves the questions who am I, and what am I doing, who are we, and what are we doing?

This thesis examines the use of actor-based Applied Theatre methods within the workplace. Typically such methods are employed for behavioural skills training with the intention of enabling staff to effectively perform their work roles in a context of rapid and fundamental change to work practices and structures. This research uses case studies and mixed methods and finds that whilst work-based Applied Theatre may be commissioned for reasons of efficiency, in practice there is also the potential for individual efficacy. Whilst competitive forces drive the imperative for increased efficiency, the practice opens a space where the human consequences of this pressure can be explored. Studies of Applied Theatre have ignored or excluded the workplace as a site of research and consequently applications of these methods are under researched and little understood. This thesis questions the exclusive assumptions of the academic field, presenting a more complex picture of the practice than currently appears in the literature. Whilst the workplace presents many tensions that must be negotiated, this research finds that the participative, embodied and dialogic qualities of the practice can enable a space for catharsis, negotiation, expression and learning not possible through other methods. These dialogic and participatory qualities are found to promote a social model of leadership and interaction that is progressive, facilitating a shift away from pervasive mechanistic command and control approaches to management and leadership. A central quality of this efficacy and impact was found to be the role of the workplace actor which has evolved beyond the delivery of performance and into innovative approaches that aim to increase the actor’s contribution to learning. This emerging hybrid role is defined here as the ‘pedagogical actor’, drawing on skills of calibration, feedback and facilitation in addition to delivering a credible performance. Case Studies include an examination of the use actor-based role-play within financial services company Friends Provident and Forum Theatre used by the multi-national 3M, in addition to numerous case examples.

This study of 76,365 students from 82 U.S. institutions explored the relationship between involvement in a religious student organization and student capacities for socially responsible leadership, based on the Social Change Model of Leadership (SCM). Results from t-tests found students involved in both religious and secular student organizations reported statistically significantly higher scores on all eight measures of socially responsible leadership than students involved in only religious student organizations. Hierarchical multiple regression models explained between 26% and 29% of the variance in student reported levels of overall socially responsible leadership. Compared to students involved in no organizations, involvement in religious only, secular only, and both religious and secular organization types were found to be negative yet statistically insignificant predictors of socially responsible leadership. The highest predictors of socially responsible leadership were precollege capacities for socially responsible leadership, number of years in school, and collegiate student organization involvement frequency.

The goal of my thesis is to compare the impact of two developmental methods (role playing and discussion about a video specially recorded for the developmental activity). In theoretical part I introduce employee development area from a psychological point of view and I describe psychological concepts in the background of concrete skills as leadership, self-management, communication and influencing. I strive for deeper understanding of ways we use to absorb these skills and understanding of possibilities to be used to enhance employees' development whether we mean the concrete developmental methods or training and development process management as a whole. This knowledge is applicable in training and development, which is an area, where my research is conducted. In empirical part I made two researches. In qualitative research I was identifying target group developmental needs to be able to set relevant developmental goals and chose developmental methods corresponding with actual needs of employees which is an important premise of influencing behaviour. In the main research part I conducted quasi-experiment where I compare the target group score before and after the developmental intervention. I compared statistically significant differences between scores in experimental groups and in control group....

Community colleges often face challenges with leadership as a result of retirements and turnover. In reaction to these challenges some community colleges have developed Grow Your Own (GYO) leadership development programs. Although the topic of leadership and leadership development has been researched extensively, more research is necessary concerning GYO programs and their perceived impact on participants and their colleges. This study was designed to determine the perceived development of GYO participants as well as the perception of a GYO’s impact on the organization. Guilford Technical Community College (GTCC) in Greensboro, North Carolina has had a GYO program for 30 years. A qualitative research method with a phenomenological theory design was used in this study. After obtaining permission from GTCC the 10 study participants were recruited through emails. Interviews were semi structured with questions designed to encourage discussion around the topic of leadership development. After each participant was interviewed, transcripts of the interview were made by the researcher and those transcripts were coded to determine themes. After the coding analysis was complete, common themes emerged. Each of the participants reported to have had previous roles in leadership prior to coming to GTCC. Most of the participants reported positive change because of attendance in the GYO in the areas of relationship building, networking, changed perspective of college role and mission, and better preparedness for future leadership opportunities. These findings supported earlier research that found GYO programs to be successful in creating valuable relationships across the organization. Research also supported the common theme of relationships formed both horizontally and vertically within the organization. Another common theme addressed in earlier research was the development of social capital development within the GYO program. This happens when individuals are brought together around information, given an action point, and asked to solve relevant organizational problems. This study may be useful for community colleges that already offer a GYO opportunity or are considering developing a GYO opportunity. Further research may be needed to determine the impact of the GYO leadership development training on those reporting to the participants of the program.

Made available in DSpace on 2016-04-28T20:37:29Z (GMT). No. of bitstreams: 1 Carlos Antonio Ferreira.pdf: 603820 bytes, checksum: 92dc35645b9fda7b6da726dc53ec63ea (MD5) Previous issue date: 2010-10-26 / This theoretic research observes the corporate complexes as cultural complexes, proposing a new way of understanding and approaching for the critical questions, traumas and cultural conflicts, related to the corporative world. Even under the Analytical Psychology perspective, proposes that this cultural collective may be approached by the complexes theory instead of only through the archetypal way. Also, proposes that subjectivity and symbolic reading should come into the business world, suggesting a way of getting Analytical Psychology and Business Administration closer, enabling a new exploration perspective for the psyche s nature and dynamics - individual and collective - at workplace, and a new opportunity for leadership development / Esta pesquisa teórica observa os complexos corporativos como complexos culturais, propondo uma nova forma de entendimento e tratamento para as questões críticas, traumas e conflitos culturais, relativas ao mundo das corporações. Mesmo sob a perspectiva da Psicologia Analítica, propõe que este coletivo cultural possa ser abordado através da teoria dos complexos e não de forma unicamente arquetípica. Propõe ainda que a subjetividade e as leituras simbólicas devam ingressar no mundo dos negócios, sugerindo uma aproximação entre Psicologia Analítica e Administração de Empresas, possibilitando uma nova perspectiva de exploração da natureza e dinâmica da psique - individual e coletiva - em ambiente de trabalho e uma nova oportunidade para o desenvolvimento de líderes

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-03-27T21:50:24Z No. of bitstreams: 1 000009DB.pdf: 3388615 bytes, checksum: 09209b15990dc85ffd9afd9251ff2304 (MD5) / Made available in DSpace on 2015-03-27T21:50:24Z (GMT). No. of bitstreams: 1 000009DB.pdf: 3388615 bytes, checksum: 09209b15990dc85ffd9afd9251ff2304 (MD5) Previous issue date: 2013-10-28 / Nenhuma / No mundo empresarial as respostas às mudanças devem ser cada vez mais ágeis, quando se fala em uma sociedade do conhecimento. Com isto, a capacitação passa a ser um tema central no mundo corporativo, onde tradicionalmente se promoviam ações de treinamento e desenvolvimento (T&D). A aprendizagem passa por um processo de transformação e neste sentido nasce a Educação Corporativa (EC) que pode ser definida como um conjunto de estratégias educacionais contínuas, fundamentada em metas futuras e na cultura organizacional, com o objetivo de desenvolver as competências críticas para o negócio, envolvendo o público interno e externo à empresa. Como uma ação dentro da EC, o desenvolvimento de lideranças, em um contexto social, está atrelado às necessidades das organizações, que buscam uma forma estruturada de elaborar programas para o desenvolvimento contínuo. Para o desenvolvimento da liderança diferentes estratégias, modalidades e Tecnologias da Informação e Comunicação (TIC), podem ser utilizadas. Diante deste cenário, a presente pesquisa foi motivada devido aos poucos estudos acadêmicos localizados sobre o tema EC e desenvolvimento de lideranças, no contexto brasileiro. Seu principal objetivo é identificar e analisar quais estratégias e TIC vem sendo utilizadas na Educação Corporativa para o desenvolvimento de lideranças em organizações multisite na região metropolitana de Porto Alegre – RS. A investigação foi realizada por meio de pesquisa qualitativa exploratória, através de entrevistas em 12 empresas de grande porte, envolvendo 24 entrevistados por meio de um roteiro semi-estruturado. Um protocolo de análise foi criado a partir das categorias identificadas na revisão da literatura, de forma dedutiva, e a análise dos dados foi realizada com o auxílio do software Nvivo. Os resultados da investigação indicam que a maioria das empresas, ainda não adota a abordagem de Educação Corporativa em sua totalidade. As estratégias de ensino e aprendizagem mais utilizadas são (em ordem decrescente): aulas expositivas, debates, coachinge workshops; a modalidade presencial predomina e a utilização das TIC ainda é limitada para esses fins, sendo as tecnologias citadas os AVA (Ambientes Virtuais de Aprendizagem) e ferramentas da Web2.0. Pelo fato das empresas pesquisadas serem multisite, o maior desafio encontrado no processo de desenvolvimento de lideranças é a aprendizagem e disseminação da cultura organizacional. Como resultados dos programas de desenvolvimento de lideranças os entrevistados citaram: o desenvolvimento de líderes internos, a disseminação do conhecimento, a visão coletiva (objetivo comum) e resultados financeiros, mas ficou evidente que há ainda grande dificuldade, na maior parte das empresas pesquisadas, para se avaliar, de forma sistemática, os resultados da EC e do desenvolvimento de lideranças. / In the business world, answers for changes must be increasingly agile, mainly speaking of information based society. Therefore, the capability becomes a top trend in the corporate world where training and development (T&D) actions used to be promoted. Learning is currently in a transformation process and, in this context; we have Corporate Education (CE), which can be defined as a set of continuous educational strategies grounded on future goals and organizational culture, aiming at developing critical competencies for business, involving internal and external company parties. As an actionwithin CE, leadership development, in a social context, is attached to organization needs, and seeks for a structured way to elaborate programs for continuous development. In order to achieve leadership development, different strategies, modalities and Information Technology and Communication (ITC) can be used. This research is motivated by this scenario, since there are few academic studies about CE and leadership development in multisite organization in Porto Alegre metropolitan area. This investigation is based on an exploratory qualitative research, through interviews in 12 big companies, with 24 people by means of a semi-structured script. An analysis protocol was created based on categories identified in the bibliography review using Nvivo software. The results point out that the majority of the companies still do not have adopted Corporate Education completely. The most popular teaching and learning strategies are: expositive classes, debates, coaching and workshops; mainly inplace and ITC are barely applied, such technologies are also known as Virtual Learning Environments (VLE) and Web 2.0 tools. Considering that the researched companies are multisite, the main challenge in leadership development is the organizational culture learning and dissemination. With the leadership development programs results, the interviewees cited: knowledge dissemination, collective vision (common objectives) and financial results, but it is evident that there are still a big issue in most of the researched companies in terms of evaluation, in a systematic way, CE and leadership development results.