This dissertation describes how Canada’s Outstanding Principals (COP) processes (i.e., engaging in the COP program, receiving COP recognition, continuing participation with COPA, engaging in technology-based networking, and navigating nomination process) enhanced the leadership capacities of COP recipients, and how COP, as a leadership development program, strengthened the relationship between transformational leadership and principal efficacy. An exploratory analysis of collective principal efficacy was also presented. Over and above an existing skill set, well-designed leadership development programs require a multi-year commitment integrating leadership wisdom from education and non-education sectors. When core transformational practices were combined, the COP processes of engaging in the COP program, receiving COP recognition, and continuing participation with COPA were most influential, while engaging in technology-based networking and navigating the nomination process were least influential. COP met the six leadership development program elements identified in the literature review as being foundational to a well-designed leadership development program. All six elements were necessary to enhance principal leadership capacity. When evidence relating to influential leadership development experiences and elements of well-designed leadership development programs were combined, purposeful, reciprocal, and iterative peer networking appeared to be the most influential leadership development program element. Principal efficacy was identified as a prerequisite for transformational leadership with the core transformational leadership practice of developing people driving the other core transformational leadership practices. Overall, COP processes moderately improved COP recipient ability to demonstrate core transformational leadership practices. The concepts of transformational leadership and principal efficacy, and their impact on student achievement, are demonstrated as important in the research literature. This dissertation contributed to the research literature by applying these concepts to a leadership development program, establishing that developing leaders with abilities as transformational leaders, and tapping into principal efficacy, were insightful elements of leadership development. Further research was suggested to consolidate understanding of the collective principal efficacy concept, and how to foster collective principal efficacy when developing a network of principals with high principal efficacy. Recommendations for leaders, program developers, and policymakers are made.

This dissertation describes how Canada’s Outstanding Principals (COP) processes (i.e., engaging in the COP program, receiving COP recognition, continuing participation with COPA, engaging in technology-based networking, and navigating nomination process) enhanced the leadership capacities of COP recipients, and how COP, as a leadership development program, strengthened the relationship between transformational leadership and principal efficacy. An exploratory analysis of collective principal efficacy was also presented. Over and above an existing skill set, well-designed leadership development programs require a multi-year commitment integrating leadership wisdom from education and non-education sectors. When core transformational practices were combined, the COP processes of engaging in the COP program, receiving COP recognition, and continuing participation with COPA were most influential, while engaging in technology-based networking and navigating the nomination process were least influential. COP met the six leadership development program elements identified in the literature review as being foundational to a well-designed leadership development program. All six elements were necessary to enhance principal leadership capacity. When evidence relating to influential leadership development experiences and elements of well-designed leadership development programs were combined, purposeful, reciprocal, and iterative peer networking appeared to be the most influential leadership development program element. Principal efficacy was identified as a prerequisite for transformational leadership with the core transformational leadership practice of developing people driving the other core transformational leadership practices. Overall, COP processes moderately improved COP recipient ability to demonstrate core transformational leadership practices. The concepts of transformational leadership and principal efficacy, and their impact on student achievement, are demonstrated as important in the research literature. This dissertation contributed to the research literature by applying these concepts to a leadership development program, establishing that developing leaders with abilities as transformational leaders, and tapping into principal efficacy, were insightful elements of leadership development. Further research was suggested to consolidate understanding of the collective principal efficacy concept, and how to foster collective principal efficacy when developing a network of principals with high principal efficacy. Recommendations for leaders, program developers, and policymakers are made.

Thesis (M.A.)--Cincinnati Christian Seminary, 1986. / Abstract.

This research examined which factors of influence contributed towards efficacious systemic leadership development, within case studies in the energy and military sectors, and identified and explained common underlying themes and factors which could help formulate future interventions, as well as enhance extant theoretical knowledge. The literature showed that key challenges exist in identifying what contribution leadership development makes to enhancing organisational leadership, and as such, social capital and systemic development. To focus the research, specific definitions were constructed, as to what sort of effective leadership positively impacts upon organisational leadership; which cardinal themes of leadership development traverse interventions, namely Delivery, Contextualisation, Performance, Impact and Values integration; and what constitutes systemic leadership development. A Social Constructivist position was adopted which explains the nature of the phenomena underlying systemic leadership development.

Business schools need to provide graduates with the training to enable them to ask the right questions and make observations from different perspectives and at different levels. Even though MBA programmes typically focus on developing general management skills, critics still argue that MBA graduates do not have the skills required to effectively manage people. The research aimed to address the gaps in the research and provide some recommendations from a South African context by looking at the impact of the MBA on leadership development and personal change. A descriptive research approach was followed to obtain the views of students on the impact of the MBA on personal change and leadership development. A selfadministered questionnaire supported the quantitative design. The population of the study included all GIBS MBA students that completed their studies within the last five years, or that are in the process of completing their studies. This research has shown that the despairing picture of the future of leadership development, as part of the MBA, which is reflected by a lot of popular literature, is not entirely justified. Overall, the results from this study indicated that the MBA has a positive impact on the personal change and leadership development of an individual. The leadership theme might need to be more explicit throughout the MBA. This could either take the form of the extension of the LEAD module across the two years as a full leadership module, supplemented by individual; and/or group coaching, a compulsory elective on leadership, and/or more leaders from industry speaking on leadership. The research highlighted the importance of working in teams, practical application of learning and reflection as critical components for leadership development and personal change during an MBA. As far as this research could determine, there are no major differences between different genders, race groups or management level as far as their perception of the leadership development and personal change of the MBA is concerned. It would seem that the context in which these different groups might have a bigger impact on how they operate. / Dissertation (MBA)--University of Pretoria, 2013. / pagibs2014 / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

This thesis is about management, leadership a differences among them. This thesis also describes reasons why I should be a good leader and how I can improve leadership skills. Practical part is about development of leadership skills based on results from employees' surveys. Recommended results are: group and individual trainings.

Introduction: Student leadership is currently a critical topic at South African universities. Leadership skills are essential to the development of humanity and universities play a vital role in the development of students to become future leaders. The development and practice of leadership at university level can benefit student development and can contribute to the good of society, which is crucial at this date and time. However, very limited research has been done on what motivates students to develop their own leadership skills. Research purpose: The objective of this study was to explore the factors that motivate students participation in leadership development at a selected South African Higher Education Institution. In essence, the study aims to explore possible factors that contribute to students participation in leadership development and to make recommendations for future leadership development initiatives at university level. Motivation for the study: As far as could be determined, this was the first study on the motivational factors that influence students interest in leadership development at university level, in particular in South Africa. This study can assist universities in exposing more students to leadership development. Essentially, it can enable universities to grow their own pipeline of leaders that can be engaged in the universities own leadership structures and will contribute to the good of society. Research methodology: An exploratory quantitative research design with supplementary qualitative questions was used. Convenience sampling was used and data were gathered from students of a selected South African Higher Education Institution (N = 78). Participants completed the Leadership Attitudes and Beliefs Scale (LABS), the Academic Motivation Scale (AMS) as well as biographical questions. Main findings: The results of the study indicated that the LABS and AMS are valid and reliable instruments for use in higher educational institutions. The results of the empirical findings of this study were unexpected. No significance in terms of hierarchical and systematic thinking was found in the descriptive statistics. A strong correlation was found between EM identified and EM external regulation. The results indicated that gender differed significantly on the subscale Intrinsic motivation toward accomplishment as well as Extrinsic motivation identified and Extrinsic motivation external regulation. The study found that previous leadership exposure might serve as motivation for students to further develop their leadership competence. Significance of the study: No similar research could be found in South Africa or in the international context. The findings of this study do not only provide valuable insights into the theory of student leadership, but also provide insight into the practical implementation of student leadership development at universities. The study creates awareness of the critical importance of investment by universities in student leadership development. Limitations and future research: This study emphasised the need for and relevance of future research on this topic. The convenience and homogeneous nature of the sample as well as the sample size complicated the effort to make definite conclusions about motivational factors. It is therefore recommended that a larger sample size be used in future research to ensure a representative distribution of a heterogeneous student population. Conclusion: The development of student leadership is a critical issue for universities and society as a whole. In light of the results of this study and the current situation that universities in South Africa are faced with in so far as student leadership is concerned, further research should be conducted into this topic. / Mini Dissertation (MCom)--University of Pretoria, 2016. / tm2016 / Human Resource Management / MCom / Unrestricted

Organizations can incur extensive costs to fund training typically available to employees free of charge. However, some employees do not participate. The body of research reviewed in adult education focused on relevant studies and models of contributing factors for participation in academia, the workplace, and the community. No studies were found that investigated the motivation of adults who participate and do not participate in the Intelligence Community (IC). This study empirically examined the factors that influence adult participation in IC workplace training. The survey instrument was an adapted version of the Education Participation Scale-Alternate (EPS-A) and the Deterrents to Participation Scale-General (DPS-G) with seven open-ended questions to identify factors of adult participation and non-participation in the IC. Respondents (111) were participants and non-participants of leadership development training and consisted of African-American 75 (68%), Caucasian 21 (19%), Multi-Cultural 9 (8%), other 3 (3%), and 81 (75%) women and 27 (25%) men between the age of 21 and 80. Most respondents possessed a bachelor's degree or higher 78 (72%), worked in the IC for more than 10 years 36 (33%), and earned an annual family income of more than $130,000 63 (60%). Statistically significant results showed that lack of course relevance and time constraints were perceived deterrents to participation. Communication improvement was identified as a perceived enabler for non-participants. Additional findings of this study revealed four factors"to meet new people, to achieve an occupational goal, to increase my job competence, and to expand my mind-that influenced participation in leadership development training in the IC. Major themes such as leader or supervisor support, association, encouragement, selection, career advancement, personal growth, and availability of time were highlighted as enablers and deterrents of adult participation in workplace training. These findings enhance the current body of research in adult participation by providing information on participation in the IC that was previously not available in the literature and increase practitioners' knowledge of contributing factors that might affect the development of future leaders / Ph. D.

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