The relationships among students' reports of learning outcomes based on leadership experiences in various types of student organizations and various roles within organizations were investigated. Relationships between demographic variables (i.e., ethnicity, gender, age, and type of housing) and type of organization, role within an organization, and learning outcomes, were also examined. A new instrument, the Student Leadership Learning Outcomes Assessment (SLLOA), was created to measure student generated learning outcomes; it has good internal consistency and validity. The SLLOA was completed by 328 student leaders at a private southeastern university. SLLOA scores indicated student leaders in cultural and service groups reported learning more than student leaders in sports/athletic groups. Vice Presidents and Presidents reported learning more from the leadership experience than Treasurers. Female student leaders reported learning more than male. Relationships were found between ethnicity of student leaders and type of organization and between type of housing (i.e., on campus, off campus without parents/parental figures, off campus with parents/parental figures) and type of organization. There was no relationship between type of organization and leaders' gender and age, or between the role held and leaders' gender, ethnicity, and type of housing. The results revealed no relationship between ethnicity and SLLOA scores.

The current study assessed the convergent validity of the Situational Assessment of Leadership – Student Assessment (SALSA©), a situational judgment test (SJT), with multi-source ratings. The SALSA© was administered to MBA and Ed.D. in Educational Leadership students via Blackboard; multi-source ratings, which paralleled the leadership dimensions of the SALSA©, were administered online. Each student completed the SALSA© and was rated by his or her supervisor, 3-5 peers, 1-5 subordinates, and him/herself. SALSA© scores were not correlated with any of the corresponding dimensions on multi-source ratings. This finding may suggest that the multi-source ratings and SALSA© are not measuring the same leadership construct; or these results may be due to low variance in SALSA scores and low variance in the ratings. Self ratings were not significantly higher than other ratings, with three exceptions. Also, no difference was found between SALSA scores for MBA and Ed.D. students. This study was limited by the small sample size.

The art and success of being a competent school administrator relies in large part on the ability to make decisions that address problems effectively, equitably, and efficiently. Despite the importance of this skill, there is a dearth of psychometrically-sound, quantitative measures that focus on school-based administrators (i.e., principals and asst. principals) and the decisions they make. To fill this gap, this study developed and validated a constructed response measure of Administrator Decision-Making in Student Discipline (ADMin-SD). ADMin-SD was developed and validated in three iterative phases: examining the content validity of the items, followed by pilot testing them, and concluding with a field test. The instrument demonstrates adequate reliability and moderate discriminant validity. Implications for researchers include having a tool to conduct future studies of administrator decision-making. As ADMin-SD collects qualitative data and transforms it into quantitative scores, both qualitative and quantitative studies can be conducted. Practitioners have a measurement tool that can help guide instructors of administrative licensure programs in their development of instructional units on decision-making skills. Further, districts and states can identify who is a strong decision-maker in student discipline situations and who needs further professional development.

The immense changes in the economic environment caused by globalization and technology have forced organizations from around the world to transform in order to adapt, survive, and succeed in the changing world of the new millennium. These changes are not only in the external elements of the organization – its products, activities, or structures – but also in its intrinsic way of operating – its values, mind-set, even its primary purpose. Organizations must learn faster and adapt to the rapid change in the new environment or they will not survive (De Vries, 2001; Ellis&Pennington, 2004). According to Senge (1990b), learning organizations demand a new view of leadership. In a learning organization, leaders are designers, stewards, and teachers. They are responsible for the building of organizations where employees continually expand their capabilities to understand complexity, clarify vision, and improve shared mental models – that is, the leaders are responsible for learning. Leaders in learning organizations must help employees see the big picture, with its underlying trends, forces, and potential surprises. They need to think systematically and be able to foresee how internal and external factors might benefit or destroy the organization (Senge 1990b). Autocratic leadership behaviour, focused on exercising top-down control is more successful in stable environments. Transformational leadership behaviour focused on giving inspiration through the marshalling of ideas, creativity, and the initiative of its employees, is more successful in competitive, changing environments (Cockerill, Schroder&Hunt, 1998). The focus of this research has been on the measurement of leadership behaviour as part of the implementation of a holistic model and process in an organization that has to function in a competitive, changing environment. A 360° leadership assessment questionnaire has been used to conduct the research. A set of fifteen transformational leadership competencies have been identified by the organization where the research was conducted as the leadership competencies that will enable the organizations’ leaders to be effective, successful leaders in a dynamic, changing and competitive business environment. Based on the identified set of leadership competencies, a 360° Leadership Assessment Questionnaire (LAQ) was developed and validated. The LAQ was used to measure leadership behaviour in the organization under research annually over a period of three years as part of the implementation of a holistic model and process for leadership development. The objectives of this research were the following: <ul><li>To measure leadership behaviour by means of a 360° leadership assessment questionnaire as part of the implementation of a holistic model for leadership development;</li> <li>To track the overall changes in leadership behaviour over a period of three years in order to determine if the implementation of a holistic model and process had a positive impact on leadership behaviour over a extended period of time;</li> <li>To analyse and describe the trends and patterns in leadership behaviour based on the results of the 360° leadership assessment questionnaire conducted over a period of three years;</li> <li>To describe the elements and implementation of a holistic model and process for leadership development.</li></ul> The quantitative statistical analysis of the 360° leadership assessment data indicated statistically significant differences in nine of the fifteen transformational leadership competencies that were measured in the 360° Leadership Assessment Questionnaire. All the ratings showing statistically significant differences were identified, interpreted and discussed. The following trends and patterns were identified, based on the statistical analysis of the research data: <ul> <li>Top Management (M2-3) received consistently higher ratings than the other management levels;</li> <li>Middle Managers (M5-6) received significantly lower ratings than the other management levels in terms of integrity, purpose building, information capacity, conceptual ability, business acumen and empowering;</li> <li>Female leaders received significantly lower ratings than male leaders in terms of information capacity, people development and empowering. Although females were rated higher than their male counterparts by their supervisors, all the other rater groups rated female leaders lower than male leaders on these competencies;</li> <li>Leaders in the age group 25-40 years received the highest ratings on business acumen and visionary thinking;</li> <li>Leaders in the age group 41 – 50 years were rated the highest by all the rater groups on conceptual ability;</li> <li>African (Black) leaders were rated significantly higher on visionary thinking in years 1, 2 and 3 than leaders from other race groups.</li></ul> The company overall results indicated an improvement in most of the competencies, except for integrity and self-responsibility which stayed the same. Motivational capacity is the only competency where there has been an improvement in year 2 and a decline in year 3. The competencies on which leaders received the lowest ratings are motivational capacity, people development, visionary thinking and empowerment. The overall trend on the overall 360° leadership assessment results over a period of three years clearly indicates an improvement in all the competencies, except for motivational capacity, integrity and self-responsibility. These trends and patterns were utilised to determine what type of development interventions and programmes are needed in the organization to facilitate leadership development in the context of the Holistic Model for Leadership Development. The improvement in the overall 360° leadership assessment results also indicates the implementation of a holistic model and process for leadership development has led to an improvement of the overall leadership capability of the organization where the research was conducted. / Thesis (PhD (Psychology))--University of Pretoria, 2008. / Psychology / unrestricted

The purpose of this study was to improve the quality of information used in leadership assessment and development programs. The study determined the relationships between personality type, as indicated by the Myers-Briggs Type Indicator (MBTI), and leadership strengths and developmental needs as measured by Skillscope. The study also determined the relationships between personality type and congruence between self-awareness of strengths and developmental needs and ratings by knowledgeable observers. The discriminate analysis of the Skillscope leadership feedback instrument compared with the selected personality types revealed that personal management was a strength for both ISTJs and ESTJs. The decision-making skill was a strength for ISTJs, and power/influence was determined to be a strength for ESTJs. The high energy/results oriented skill was determined to be a developmental need for ISTJs. There was agreement between ENTJs and other raters as they both saw interpersonal relationships as a strength for that type. INTJs underrated themselves in interpersonal relationships, and ISTJs underrated themselves in decision-making. Further study is recommended to expand the general body of knowledge of leadership development research. Of particular concern are methods to identify and explore developmental needs of leaders and how those needs can be addressed in training programs. Three hundred sixty degree feedback instruments should be further analyzed in an effort to explain the differences between raters. Of concern is the high percentage of ISTJ types, which reveals a need to expand research to include significant numbers of other personality types. Consideration should be given to studies that identify the unique contributions of gender to leadership skills and development, and the impact culture has on leadership in organizations. Although statistically significant research is difficult to obtain in the behavioral sciences, the effort is worthwhile as it provides information that allows leadership development decisions to be made based on dependable data.

Strongmen leaders in the 21st century continue to have a role to play in organizations and business. This research is an inquiry to provide understanding behind the tendency to follow strongman leaders that exist in Eastern Europe. The term strongman leaders have attracted the attention of some researchers, but what lacks in terms of it, is the approach towards it on behalf of Eastern Europe, specifically with a focus in Russia and Turkey due to the fact that these countries serve as the most significant representatives of the area.   The research question which this work aims to answer is “Why is strongman leadership style prevalent in Eastern Europe?” In order to answer the research question, a conceptual model is built along with the literature review and theoretical framework. In addition, secondary data consisting of surveys and case studies conducted by previous researchers are collected in order to provide additional scientific background to the process of analysis. While building and using this model, we suggest that in Russia and Turkey, the prevalence of strongman leadership style is influenced by the history, economy, and culture. In this kind of environment, we think that the leader’s personality matching specific cultural dimensions establish an additional link to the interrelation between the concepts.   The contribution of this thesis stands on providing an understanding of the factors that influence innovation implementation within teams. The research is composed of the introduction, literature review, methodology, analysis, and conclusions which comprise of 64 pages. The bibliography is composed of books and scientific articles.

Purpose: The purpose of this paper is to examine the relationship between intelligence and behavior during leader development. Design/methodology/approach: As part of a leader development program, a variety of measures are collected, including measures of intelligence and measures of performance (e.g. assessment center performance, a 360-degree appraisal). The participants are given performance feedback from a variety of sources then asked to form developmental goals. The goals are examined for goal quality and goal-feedback correspondence, and examined in relation to intelligence. Findings: Intelligence was positively related to goal-feedback correspondence. Intelligence was also related to goal quality after controlling for variance attributed to professional discipline. Research limitations/implications: Personality, gender, age, and other variables were not included in this study. Other factors, such as the cultures of the organizations from which the individuals hailed, were also not included. Moreover, the conclusions were based on the behaviors exhibited in one leader development program. Future research should address these limitations. Practical implications: Leader development is expensive and is becoming more popular. The results of this research could help organizations better determine who is likely to benefit from the investment in leader development. Originality/value: In addition, a unique method is presented in the study for measuring leader development behavior based on goal quality and goal-feedback correspondence. Generalizability theory is applied in order to determine the reliability of the measures.

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