Submitted in accordance with the requirements for the degree of Doctor of Philosophy (D. Phil) In the Subject of Psychology. Faculty of Arts at the University of Zululand, 2006. / "Leaders are bom not made". This is a matter of nature versus nurture, in this case with regard to leadership development. The question therefore is whether leadership is a natural gift or an acquired skill. If leadership is an acquired skill, what then is the best way to accomplish this? These were core issues of investigation in this research. Literature review on leadership development revealed the following important issues on the topic, namely: 'r Leadership status is usually bestowed on an individual following the results or achievements, not before > The greater part of the journey towards leadership is a lonely endeavour. It requires perseverance and tenacity of the mind on the part of the leader > There is a difference between leader development and leadership development. Successful leadership result from development in both areas r Most leadership development programs focus on management tasks rather than on leader and leadership development. A pre-test, post-test, quasi-experimental design was adopted for this research. A pre-test was necessary for baseline establishment of skills that are expected of leaders. It served as a guide for change following program implementation. The post-test produced comparative data for any changes following 'treatment'. In addition to the experimental group, a control group was also introduced in order to limit, as much as possible, common threats to internal validity that are usually encountered in quasi-experimental research designs, as well as in developmental research projects; especially history and maturation. Both qualitative and quantitative data analytical methods were adopted for program evaluation. A 360-degree assessment and feedback approach was utilised for qualitative analysis of data whereas the statistical analysis of variance was the method for quantitative analysis of data. Overall results indicated a positive change in significant areas of growth that were targeted in this research; e.g. leadership conceptualisation by participants, learning to learn skill, self-management skills, communication skills as well as interpersonal skills. A major limitation in this study was the sample size, especially for statistical analysis of data. The reasons for a small sample size were that development programs such as this one are usually not highly effective when working with larger groups, and also the fact that such programs require a skilled individual who will be able to monitor progress during program implementation phase and adapt activities according to observed requirements. Closer personal attention needed in a smaller group may be impossible with a larger group. Looking at our society today, it is clearly evident that there is a dire need for skilled leaders. While it is known that anyone can occupy a leadership position, it is also acknowledged that it is not everybody that will do justice to that position. This therefore leaves us with no choice but to seek programs that will facilitate leadership development, as early as possible. Institutions of higher learning are a fertile ground for leadership development programs, as the majority of students are young adults. / The National Research Foundation (NRF)

Objective – To determine the perceived impact of leadership development on the behaviours and competencies of employees and the organizational culture of the University Library, University of Saskatchewan, Canada. Methods – Using grounded theory methodology, the study was conducted in an academic library serving a mid-sized medical-doctoral university in western Canada. Twenty-one librarians and support staff who had completed the University Library’s Library Leadership Development Program (LLDP) participated in one-on-one interviews of 40-60 minutes duration. Interview transcripts were prepared by the researcher and reviewed by the participants. After editing, those source documents were analyzed to reveal patterns and common threads in the responses. The coding scheme that best fits the data includes the following four headings: skill development, learning opportunities, strategic change management, and shared understanding of organizational vision and values. Results – According to the responses in interviews given by graduates of the Library Leadership Development Program, the library’s investment in learning has created a cohort of employees who are: self-aware and engaged, committed to learning and able to develop new skills, appreciative of change and accepting of challenges, or accountable and committed to achieving the organization’s vision and values. Conclusion – Competencies and behaviours developed through exposure to leadership development learning opportunities are changing the nature of the organization’s culture to be more collaborative, flexible, open and accepting of change and challenge, supportive of learning, able to create and use knowledge, and focussed on achieving the organization’s vision and values. These are the characteristics commonly associated with a learning organization.

Leadership development programs provide many positive outcomes for college students (Cress, Astin, Zimmerman-Oster, & Burkhardt, 2001; Striffolino & Saunders, 1989; Zimmerman-Oster & Burkardt, 1999). Leadership programs aid students in their academic achievement (Striffolino & Saunders, 1989), and leadership skills (Zimmerman-Oster & Burkardt, 1999). A specific type of leadership development programs are first-year leadership programs, or FYLPs. With similar goals as general leadership programs, FYLPs are created with the special needs and interests of first-year students in mind (Peraza, 2004). These programs encourage higher retention rates (Striffolino & Saunders, 1989), leadership skills such as teamwork and self-awareness (Outcalt, 2001), and ethical leadership (Peraza, 2004). As important as FYLPs are to the development of first-year students, though, there has not been sufficient enough research on their effectiveness in achieving their purpose. The purpose of this study was to assess the short and long-term effects of a particular FYLP on its participants as measured by the Student Leadership Outcomes Inventory (SLOI) (Vann, 2004). Participants included both FYLP and non-FYLP students at a midsized Midwestern institution. Results showed little difference in the improvement of leadership skills between FYLP and non-FYLP participants, and little change between each class of FYLP. Results did show that students who participated in the FYLP their freshman year went on to engage in more leadership activities than students who did not complete the FYLP. / Master of Arts

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