Effective leadership is and will remain the cornerstone of business success. It is leadership that differentiates world class from mediocre performance. The objective of this study is to investigate how positive leadership brand can be developed in order to leverage human capital and enhance the competitive position of organisations. To achieve this objective a comprehensive literature study was performed to determine the extent of existing knowledge on branding, leadership and leadership branding. The study included an investigation into the attributes of effective leaders, leadership development activities, leadership styles and a formula for effective leadership was presented. Managers from selected organisations were requested to complete questionnaires in order to determine the views of South African managers on leadership branding. The questionnaire was developed in accordance with the findings from the literature research. The answers of the respondents were analysed and compared to the literature study. The information obtained from the literature study and from the respondents resulted in various recommendations and conclusions. In general, support was found for investing resources into developing leadership brand as respondents indicated that positive leadership brand could result in a source of competitive advantage. The major obstacles in developing positive leadership brands are: absence of a clear message of what makes an effective leader, lack of feedback that leaders receive on the behaviours they display and no (or an unknown) link between leadership behaviours and rewards.

Abstract not available.

Abstract not available.

The research reported in this study compares equalitarian and authoritarian personality types in terms of the use of prescribed leadership styles. Authoritarian and equalitarian individuals were used as leader subjects in two separate experimental small groups situations. In one experimental situation, an autocratic leadership style was prescribed for the subject. In the other experimental case, the individual used a prescribed democratic leadership style. The research involves testing with the use of an "F-scale" test, a population of M.B.A. students at the University of British Columbia in order to draw out six subjects which demonstrate authoritarian personality tendencies and also six subjects which demonstrate equalitarian personality tendencies. These twelve individuals were used as the leader subjects in the experimental runs. This study contains the results obtained from placing the authoritarian and equalitarian subjects in leadership positions for two small groups per leader subject. In one experimental run, the leader subject used an imposed democratic leadership style. In the second experimental run, an imposed autocratic leadership style was used. To make the experimental situation more realistic, an actual construction group task was simulated. The leader subject was given materials and a blueprint for the construction of a model skyscraper. Each leader was given instructions as how to divide the construction tasks among the workers of the group. Immediately after the elapse of the construction time limit the productivity of the group was assessed by the measurement of the height of the skyscraper completed. The anxiety perceived by the leader subjects during the experimental runs was assessed by their response to a self-reporting anxiety test administered immediately after each experimental run. The anxiety test used in this study is based on the anxiety test developed by Fenz and Epstein. Before the start of the experiment hypotheses were formulated regarding the expected results of the experiment. They were as follows: (1) For a given personality tendency, a congruent imposed leadership style is likely to be more effective as measured by group productivity than is an incongruent leadership style. (2) Leaders with democratic tendencies combined with an imposed democratic leadership style are likely to be more effective as measured by group productivity than are leaders with authoritarian personality tendencies with an imposed autocratic leadership style. (3) Where personality tendencies are apparently incongruent with the leadership style which is imposed, greater anxiety is likely to be perceived by the leader subject than in a congruent situation. The results of the study tend to support hypothesis No. 1 but are not significant at the 5% confidence level. The findings regarding productivity indicated that the congruency of personality tendencies and an imposed leadership style affected productivity more when the leader had authoritarian personality tendencies than when the leader had equalitarian personality tendencies. The experimental results relevant to hypothesis No. 2 did not substantiate it. The group productivity was higher in authoritarian congruent situations than it was in democratic congruent situations. However the difference was not large nor significant at the 5% confidence level. In general, the results tended to substantiate hypothesis No. 3. The greatest difference in anxiety scores was noted in experimental runs where the leader subjects had authoritarian personality tendencies. The authoritarian leaders had a mean of 24 for perceived anxiety in incongruent runs while equalitarian leaders had a mean for perceived anxiety of 18 in incongruent runs. However, this difference was not significant at the 5% confidence level. This study must be considered as an exploratory study. Although the results tended to substantiate the first and third hypotheses, the sample of leader subjects was small. It is recommended that further research be done with a larger sample of leader subjects using a refinement of the tools used and developed in this study. / Business, Sauder School of / Graduate

<p> This study assessed the impact of sense of belonging and social capital as predictors of academic achievement among foster youths in an urban high school. Prior work on social capital by Dr. Ricardo Stanton-Salazar was extended by applying his concepts of institutional agents to foster youths. This study was motivated by four research questions: 1. What resources are available for foster youths in the high school, and how are these accessed? 2. How does a sense of belonging relate and/or contribute to academic attainment? 3. How do social capital networks relate or contribute to academic attainment? 4. How does a course of study or program serve to define the experiences of students in foster care and influence their academic success? </p><p> How social capital networks relate or contribute to academic attainment is a fundamental question in foster youths&rsquo; academic achievement. This researcher argues that a new generation of research in this area should address the extent of foster youths&rsquo; academic achievement and outcomes. Previous research and current literature on students in foster care has focused on the negative aspects of academic achievement and has come from a deficit perspective. However, this study advances the understanding of social capital among foster youths in high school. </p><p> Findings must be considered preliminary due to the small sample size of 14 high school foster youths who participated in the study. The preliminary findings showed the correlation between social capital and academic attainment among foster youths in high school as well as how school districts can eliminate barriers and have open access to all classes and programs that benefit all students, especially those students who have been historically underrepresented. The research has implications for practitioners and policymakers in addressing the needs and concerns of students in foster care in educational settings. Recommendations included holding school districts and schools accountable for fully implementing the Local Control Funding Formula and Local Control Accountability Plan requirements by having measurable academic outcomes for students in foster care.</p>

<p> Changes to society, the economy, and technology in the 21^st century have transformed the world of work as employees are expecting greater flexibility (Bond, Thompson, Galinsky, &amp; Prottas, 2002; Matos &amp; Galinsky, 2014; McNall, Masuda, &amp; Nicklin, 2010). Among all forms of flexibility, gaining in popularity is the concept known as teleworking (Nilles, 1998). Teleworking is on the rise (Matos &amp; Galinsky, 2014; Lister, 2010; Telework trendlines, 2007; Telework trendlines, 2009) however adequate literature is lacking on the teleworker experience. This case study was designed to understand and explore the lived experiences of exempt employees who telework and to determine if these employees experience fit, as outlined by the theoretical framework, <i>Concept of Fit</i> (Belanger &amp; Collins, 1998). </p><p> The 11 participants in the sample included exempt employees who had a telework agreement on file with the Department of Human Resources at public, research university located in the state of Maryland. Semi-structured interviews were conducted and data analysis revealed that exempt employees did experience fit at outlined by the theoretical framework. While all participants had unique experiences with teleworking, there were similar themes among the entire participant group. Participants agreed that they would like to telework more. During their telework day, they are more focused and disciplined, leading to increased productivity. They understand, however, the need for face-to-face communication and collaboration in the workplace. They plan specific tasks to complete while working from home and believe that they work with supportive supervisors and employees. It was recommended that additional research on the theoretical framework, as amended, be conducted to further support the framework. Additionally, it was recommended that research on supervisory support, the influence of gender on teleworking, and telework day in respect to experience, be explored. </p>

<p>ABSTRACT An Ethnographic Investigation on How Chief Nursing Officers Use Transformational Leadership to Lead and Support New Nurse Graduates by Susan Pailet Purpose: The purpose of this ethnographic study was to examine how chief nursing officers (CNOs) use transformational leadership to lead and support new nurse graduates based on the Transformational Leadership Skills Inventory (TLSi) tool developed by Larick and White (2012). Methodology: The sample for this qualitative ethnographic study included 13 CNOs in 4 counties in California (Los Angeles, Orange, San Bernardino, and Riverside) working for hospitals and other healthcare settings. The data sources for this study included observations, interviews, and artifact reviews. Data were analyzed using a thematic analysis. Findings: 8 major findings emerged: (a) CNOs participate in rounds and take time to listen to new nurses, (b) CNOs create a culture of caring and compassion with new nurses, (c) CNOs use storytelling to create sustainable change, (d) CNOs meet with new nurses regularly, (e) CNOs recognize generational differences, (f) CNOs hire new nurses with critical thinking and soft skills, (g) CNOs support evidence-based decision making, and (h) CNOs encourage teamwork and collaboration through shared governance. Conclusions: Based on the findings, it can be concluded that new nurses thrive when CNOs communicate with them by rounding and listening to them; new nurses understand their responsibility to patient outcomes when CNOs create a culture of caring; new nurses are retained when CNOs adapt rapidly to change; new nurses thrive when they feel like they are able to share their opinions, thoughts, and experiences with their CNOs; CNOs are working to engage older generations with the new millennial generation of nurses; patient satisfaction increases when CNOs focus on ensuring new nurses have good customer service and critical thinking skills; new nurses make fewer medical errors when CNOs support evidence-based decision making; and new nurses thrive when CNOs encourage teamwork and collaboration through shared governance. Recommendations: Further research is recommended in other geographical areas, with other types of nursing facilities, on factors that influence new nurses to leave the profession within 2 years of graduating nursing school, using new nurses as the population to understand their perspective, on nurses who have at least 5 years of experience, and to further correlate patient satisfaction surveys to employee satisfaction surveys.

This study examined, from a qualitative approach, the impact of vision, personal philosophies and ideologies on the institutional administration of selected HBCU presidents. The study was based on the premise that a president's vision directly influenced their ability to lead their institution as it related to the following areas: institutional administration, academic affairs, student affairs, personnel administration and financial management. The researcher found that vision had a direct and profound impact on the actions of the selected HBCU presidents and further found that each of the five areas of emphasis was guided by the presidents vision. The conclusions drawn from the findings suggest that the vision of an HBCU president must be formally and informally disseminated not only to faculty, staff and students of the institution, but also to the public at large in order to realize the vision and goals set by both the president and administrators of HBCUs.

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

ABSTRACT This case study explored the leadership processes and procedures one principal and her administrative team used to implement planned educational change at North Valley Middle School, a pseudonym given to a predominately African American populated middle school located in north-western Florida. Through the use of qualitative methods a purposeful sample of one school was selected and interviewed extensively. The study revealed themes that emerged from analysis of interview transcripts. These transcripts were used to explain, illustrate, and describe one principal's leadership path, processes and decision-making to implement educational change. In this study, I sought to develop and test a theoretical model for assisting educational leaders to devise a logical and systematic approach to reform schools. Specifically, I investigated a process and illustrated a leadership procedure that one principal used to implement planned educational change in a predominately African American populated middle school as suggested from a literature review. Those components were identified within five areas in the literature: (a) the Florida School Grading System, (b) leadership, (c) turnaround schools, (d) closing the achievement gap, and (e) planned educational change. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2015. / July 13, 2015. / Educational Leadership, Failing Middle School, Leadership, Leadership Process / Includes bibliographical references. / Jeffrey Milligan, Professor Directing Dissertation; Patrick Mason, University Representative; Carolyn Herrington, Committee Member; Robert A. Schwartz, Committee Member.