Social media has paved a new way for communication and interacting with others. ’What’s on your mind?’, ’How are you feeling today?’, ’Where are you?’, ’Who are you with?’. These allusions lead back to status update questions of the largest social network to date. This thesis seeks to primarily understand, to which extent and if, social media usage influences authentic leadership dimensions and education from the millennials’ perpective. Additionally, it portrays results of an online based questionnaire conducted among students and alumni within the millennial generation.

The Saskatchewan First Nations leadership development study is essentially a continuation of my previous research on First Nations leadership and spirituality (2002). The purpose of this study was to explore First Nations leadership and leadership development in Saskatchewan within the Federation of Saskatchewan Indian Nations organizational context. To accomplish this, the study involved an extensive literature review on Indigenous and Western leadership and leadership development theories. Further, an examination of four established and prominent North American Indigenous leadership development programs was conducted to gain further understanding of Indigenous leadership. In addition, 10 First Nations leaders from the Federation of Saskatchewan Indian Nations participated in in-depth interviews. <p>Qualitative inquiry was chosen for this study because qualitative research methods were congruent with First Nations methods of sharing and preserving information. In-depth interviews with semi-structured questions were conducted to obtain information on Saskatchewan First Nations leadership and leadership development. All but one participant agreed to the use of an audio taped interview. Once the interviews were complete, Atlas-ti, a computer software program, was used to assist in the coding, categorizing, and thematic emergence process. <p>The four Aboriginal leadership development programs that were examined were University of Arizonas Native Nations Institute for Leadership, Management, and Policy, Pennsylvania States American Indian Leadership Program, Banff Centres Aboriginal Leadership and Management Program, and the Aboriginal Leadership Institute Incorporated, located in Winnipeg. These programs strived to remain current and were involved in research initiatives. Moreover, they all attempted to incorporate First Nations culture, history, and issues alongside Western leadership skills, training, and education. They evolved, adapted, and were sensitive to change and innovation in leadership development. First Nations leadership development programs, like those studied, are valuable because they unite Aboriginal leadership for the purpose of personal and professional growth.<p>The First Nations leaders that participated in this study shared personal and professional leadership and leadership development experiences and philosophy. <p>The leaders indicated that being a First Nations leader was challenging because it continuously contended with two fundamentally different cultures Western and First Nations. In addition, First Nations poverty, lack of funding, residential school effects, addictions, among other things, made leadership difficult. Because First Nations leadership is physically, emotionally, intellectually, and spiritually taxing, many of the Chiefs cited internal rather than material satisfaction. Moreover, these leaders were often motivated by a cause and the desire for collective well-being and positive change. Family, community members, other leaders, Elders, and the Creator were acknowledged as sources of strength and inspiration. <p>The First Nations leaders who participated in the study perceived leadership development as a life-long process of formal and informal learning experiences. Consequently, many of the leaders indicated that leadership development began in childhood with individual and family development. The leaders described a First Nations leadership development program that was flexible (able to work in community, tribal, and provincial settings), cognizant of First Nations culture, needs, and issues, and aware of current and innovative leadership practices. First Nations leadership development should also incorporate Western knowledge, skills, and education. <p>This First Nations leadership investigation has provided invaluable insight into the values, beliefs, worldview, and philosophies that entail and ultimately constitute Indigenous leadership and leadership development. Studies that focus on Indigenous leadership development ultimately have significant implications for theory, research, fundamental, and practical applications for learning organizations.

One of the fundamental ideas of transformational leadership theory is that transformational leaders develop their followers into transformational leaders. Unfortunately, there has been surprisingly little research on this topic. Although prior research has established a relationship between supervisor transformational leadership and follower transformational leadership (i.e., supervisor transformational leadership is positively related to follower transformational leadership), more research is needed to identify potential follower process variables and the interrelationships between cognitive, motivation, and behavioral variables that may be relevant to the development process of followers. This study initiated a closer examination of the process variables in three phases. First, the direct relationship between supervisor transformational leadership and various follower variables relevant to the development process was examined. Second, this study summarized the interrelationships between the process variables in a structural model, including a test of the indirect effects of supervisor transformational leadership on follower outcomes through more proximal follower variables. Third, this study explored transformational leadership theory's unique contribution to the understanding of leader-follower processes by comparing some of the relationships tested in this study to analogous relationships using other highly researched leadership styles, such as transactional leadership, initiating structure, consideration, and leader-member exchange. The findings supported several of the hypotheses involving direct relationships between supervisor transformational leadership and the follower variables relevant to self-concept, development orientation, development motivation, development activity, and leadership behavior. There was also support for partial mediation of the relationship between supervisor transformational leadership and the follower outcome variables (through follower developmental processes). Contrary to hypotheses, several of the alternative leadership styles showed comparable or at times better prediction of follower developmental variables, which suggests that the follower development process may not be unique to transformational leadership theory.

Leadership development trends - isomorphism or innovation? This study examines leadership development within organizations, including strategies, objectives and processes that help to shape the organizations leadership development. The study is based on nine in-depth interviews with planners/decision-makers in eight different organizations. A part of the study consists of a web based survey completed by managers/leaders, were the gathered results assist in providing further insight on the topic being studied. The interaction between different players and stakeholders, significant social changes as well as major challenges in the continued leadership development process are highlighted and analysed. The study's most important conclusion is that successful and innovative leadership development is based on constant curiosity, business intelligence, understanding of the individual employee’s needs, as well as and business goals whilst achieving this by constant interaction throughout the organization. The overall trend is that leadership development is being increasingly adapted and renewed. Knowledge, understanding, relationships and values are strengthened and that coaching, personal development and a capability for renewal are provided.

The value of heads of department in the management of their departments and the school is currently not fully utilised or taken into consideration by the different role players in education. In many cases the appointment as head of departments is rather experienced as just another level in the educator's career to become a principle. The specific responsibilities and roles, coupled to this post, are not fully realised. The effectiveness of heads of departments as appointed managers in the school can only by determined through the degree in which they can provide guidance. The training of managers is traditionally placed in the forefront, but in changing times and progress rather endeavours to find a leader who can activate, motivate and effectively communicate. The objective of this research is to determine which roles in education are fulfilled by heads of department as leaders, and to what degree there is a need to develop the leadership skills of heads of department. To achieve the objective of the research, it was necessary to firstly determine what leadership roles, functions and skills are expected of heads of department in secondary schools and why leadership development for heads of department is important. A literature study on the determinants of leadership in general and applicable to the head of department was then done. Focus was also placed on the models used to determine leadership training of heads of department. After a questionnaire was distributed to representative secondary schools in the Potchefstroom and Klerksdorp districts and responses statistically analysed, was it possible to draw a number of correlations and make recommendations. iii The general impression created by the results was that heads of department do have a need for the development of their leadership skills. The cause of this is in all probability the dynamic nature of the education environment in South Africa and the lack of effective leadership in the management of change. The deduction can justly be made that it is essential that formal attention by paid to now and in the future. The training of teachers must without a doubt deal with elements of leadership. When the preceding requirements are met and when the Department of Education continuously present empowerment workshops on this subject, it will definitely lead to more effective and heads of department. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

The purpose of this research was to investigate the structure and function of a prefect system in primary schools predominantly attended by black learners. It is the wish of learners to partake fully in school governance to bring about desirable changes within the education system. The riots that broke out in 1976, proved beyond doubt that learners no longer wished to be onlookers in the system, but to actively take part in stabilising it for their own future. In the past, learners who served in the prefect council were randomly chosen and elected by the principal and the staff. This was done in isolation of the learners in the school. Favouritism and popularity were the main features for a learner to be elected. At any given moment during the course of the year, a member of the council who did not perform according to the principles as set out by staff members, was sacked and replaced by anybody who they felt would do a better job. The democratic government that was voted for in 1996 brought about drastic changes within the education system. Unlike in the past, where learners were omitted as part of education stakeholders, the present government gives due consideration to learners' inputs and ideas. Legislative Acts such as the South African Schools Act (Act No. 84 of 1996) were passed to accommodate the needs and aspirations of learners. In terms of section 10 (3) of Act No. 84 of 1996, public schools are allowed to institute a prefect system where necessary. The latter statement urged the compilation of this research to bring primary schools predominantly attended by black learners on par with their white counterparts who still make use of the prefect system. The procedure for establishing an effective structure for SRC's in secondary schools is applicable in primary schools as well. The system for the election, nomination and voting in secondary schools can be applied in primary schools as well. The functions of a prefect system that included, among others, monitoring of both educators and learners outside the school premises, have been replaced by functions that lead to the creation of an educative environment within the school. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

The value of heads of department in the management of their departments and the school is currently not fully utilised or taken into consideration by the different role players in education. In many cases the appointment as head of departments is rather experienced as just another level in the educator's career to become a principle. The specific responsibilities and roles, coupled to this post, are not fully realised. The effectiveness of heads of departments as appointed managers in the school can only by determined through the degree in which they can provide guidance. The training of managers is traditionally placed in the forefront, but in changing times and progress rather endeavours to find a leader who can activate, motivate and effectively communicate. The objective of this research is to determine which roles in education are fulfilled by heads of department as leaders, and to what degree there is a need to develop the leadership skills of heads of department. To achieve the objective of the research, it was necessary to firstly determine what leadership roles, functions and skills are expected of heads of department in secondary schools and why leadership development for heads of department is important. A literature study on the determinants of leadership in general and applicable to the head of department was then done. Focus was also placed on the models used to determine leadership training of heads of department. After a questionnaire was distributed to representative secondary schools in the Potchefstroom and Klerksdorp districts and responses statistically analysed, was it possible to draw a number of correlations and make recommendations. iii The general impression created by the results was that heads of department do have a need for the development of their leadership skills. The cause of this is in all probability the dynamic nature of the education environment in South Africa and the lack of effective leadership in the management of change. The deduction can justly be made that it is essential that formal attention by paid to now and in the future. The training of teachers must without a doubt deal with elements of leadership. When the preceding requirements are met and when the Department of Education continuously present empowerment workshops on this subject, it will definitely lead to more effective and heads of department. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

The purpose of this research was to investigate the structure and function of a prefect system in primary schools predominantly attended by black learners. It is the wish of learners to partake fully in school governance to bring about desirable changes within the education system. The riots that broke out in 1976, proved beyond doubt that learners no longer wished to be onlookers in the system, but to actively take part in stabilising it for their own future. In the past, learners who served in the prefect council were randomly chosen and elected by the principal and the staff. This was done in isolation of the learners in the school. Favouritism and popularity were the main features for a learner to be elected. At any given moment during the course of the year, a member of the council who did not perform according to the principles as set out by staff members, was sacked and replaced by anybody who they felt would do a better job. The democratic government that was voted for in 1996 brought about drastic changes within the education system. Unlike in the past, where learners were omitted as part of education stakeholders, the present government gives due consideration to learners' inputs and ideas. Legislative Acts such as the South African Schools Act (Act No. 84 of 1996) were passed to accommodate the needs and aspirations of learners. In terms of section 10 (3) of Act No. 84 of 1996, public schools are allowed to institute a prefect system where necessary. The latter statement urged the compilation of this research to bring primary schools predominantly attended by black learners on par with their white counterparts who still make use of the prefect system. The procedure for establishing an effective structure for SRC's in secondary schools is applicable in primary schools as well. The system for the election, nomination and voting in secondary schools can be applied in primary schools as well. The functions of a prefect system that included, among others, monitoring of both educators and learners outside the school premises, have been replaced by functions that lead to the creation of an educative environment within the school. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

While there is an abundance of empirically based information on the broad subject of executive leadership and executive leader development, opportunity for further research is driven by complexity of the executive’s world and the related need to function at high levels of learning agility. In fact, learning agility has been identified by Korn/ Ferry (Korn/Ferry, 2011) as the single most important predictor of executive success. This study seeks to explore non-traditional forms of executive leader development based on an integrated theoretical lens, including learning and executive development theories as they relate to learning agility. Executive Coaching is of primary interest as an executive development theory, with a diagnostic element designed to provide insight about development issues, particularly those around leadership pipeline cross points. The Competing Values Framework, as applied here for individual executive growth and development constructs, offers an additional theoretical lens as well as a structure for practical application. Using an engaged scholarship approach through Action Research, this is explored with a focus on executive development options that go beyond traditional leadership training models, and with research, insights analyzed through the CVF assessment and structured interviews. Among the findings are insights which confirm the learning agility construct claims that it is a key predictor to executive success as executives traverse career transitions. More specifically, the insights which proceed from this study also support the reasons that self-discovery learning interventions impact learning agility for senior executives. They include: The Participants in this study demonstrated Learning Agility Development as defined for this research, providing evidence that Learning Agility can be developed Executive Coaching and Related Self-Discovery Constructs contribute more to Learning Agility Executive Development when the executive coach offers a fluid approach which includes significant engagement and mutual dialog as well as inquiry. Learning Agility Development is related to one’s ability to manage Competing Values, especially Competing Values that are unique to the individual. Individual Awareness, its connection to reflexivity, and the movement of tacit knowledge to explicit knowledge is a key finding related to senior executive learning agility development. A Systems Approach to Learning Agility Executive Development which includes a systemic framework, a defined process/structure, and individual customization is indicated for senior level executives. The study offers extensions to existing theories as well as a practical theory-and-findings-based executive development methodology.

ABSTRACT The aim of the study was to examine Graduate Students’ perceptions of their most positive leadership experiences, unearth what gives life to their leadership, and to identify the ways in which they conceptualize leadership development. The objective was to arrive at concepts of exemplary leadership that may be used to inform change strategies and create a framework for a student leadership development program. Responding to this issue required a methodological approach which was participatory, co-constructive, and dialogical. As a result, in order to adequately investigate the phenomena of leadership and leadership development from the participants’ point of view, and to arrive at their perceptions of positive leadership, I used a qualitative case study which was conducted through an Appreciative Inquiry (AI) process. The main data collection methods were individual and focus group appreciative interviews. A sample of five Graduate Student Leaders from a university in a Western Canadian province was used in this study. As the participants shared their perceptions of their most positive leadership experiences six key findings emerged. First, positive leadership experiences for the participants resided in the confluence of “being,” “learning,” and “doing.” Leadership was a co-active process in which expressing emotions, receiving affirmations, acquiring new knowledge, and producing life affirming results acted as a force for elevated performance. Second, positive leadership experiences of the participants were framed around collective and interactive efforts to build interpersonal relationships in the community in which the leadership process was taking place. Third, the participants perceived leadership as an emotional process whereby leaders gain knowledge of followers’ emotions through listening, appraising, and expressing authentic care. Fourth, the expression of emotions in leadership for the participants enhanced the leadership relationship and acted as an energizing and actualizing force in personal development. Fifth, the participants viewed empathy as a fundamental leadership strength that yielded multiple interrelated benefits such as the facilitation of individual growth and social connections. Significantly, another interpretation that was gleaned from the data was that the industrial notion of leadership of the “man at the top” lingers and functions as a predictor of leadership success. The participants’ conceptualizations of leadership development revealed two major findings. Primarily, leadership development is an interplay between self-development and institutional initiatives. Additionally, leadership development and self-development were inextricably embedded; understanding oneself as a leader involved the reflective process of understanding oneself as a person. Consistent with the objective of this study, a framework for a leadership development program was proposed based on an incorporation of the perceptions of the Graduate Student Leaders’ most positive leadership experiences and their understanding of leadership development. The framework presented is accompanied by explanations of the choice of each concept within the framework and justification based on previous research findings, as well as excerpts from the participants’ responses. Having taken an appreciative and positive approach to understanding Graduate Students’ leadership experiences I conclude that the concepts that emerged are powerful arguments for nurturing the student voice, and that there is much more to be discovered for the expression and framing of leadership in organizational life, academia, and the community. Furthermore, I submit that we need to deliberately engage appreciative processes so as to enhance our capacity to create leaders who articulate optimistic organizational relations and a deep appreciation of self and others.