A good leadership inside a company is able to improve a company’s performance. This thesis tries to highlight the importance of an effective leader for a company and how a company is able to enhance their performance by upgrading leadership training. Therefore, this work concentrates on the technical industry in Germany to find a standardized leader image regarding biographical characteristics, which offers the requirements for modulating leadership development methods or rather leadership training to it. The existing literature gave information about the duties and responsibilities of a leading person and the major contributors to an effective leader. Beyond that, information has been gathered about the educational background of the leadership circles in Germany’s top companies to draw a conclusion about the composition of the leadership ranks in Germany’s technical companies. Besides, leadership development methods have been analyzed from which leadership training is emphasized as the most important for this study. In order to gather the missing information, a qualitative research has been conducted, giving the information about the standard leaders as a male, studied engineer, who did not experience leadership soft skills during his academic education. From this it follows, that it is possible to adapt leadership training in terms of knowledge transfer of leadership soft skills especially to fill the gaps of the technical audience.

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Responding to gaps in the executive coaching literature, this study’s purpose was to identify coaching practices for facilitating growth in leaders’ developmental capacity to help them more successfully navigate the demands of their increasingly complex contexts. Through the lenses of transformative learning (Mezirow, 1978, 1991, 2000) and constructive-developmental theory (Kegan, 1982, 1994), this study aimed to identify and understand coaching practices for facilitating reflection (at content, process, and premise levels) toward transformative insight, conceptualized as an insight occurring at the heart of Mezirow’s perspective transformation and Kegan’s subject-object move. Also, using constructive-developmental theory, this study explored how a select sample of executive coaches with various developmental capacities or forms of mind differ in their understanding of these practices. This exploratory multiple-person case study investigated the experiences of 21 executive coaches via semi-structured interviews. Thematic data analysis revealed 16 coaching practice themes across all three levels of reflection. Given the importance of premise reflection in the literature, an unexpected finding was that these practices were used less than 10% of the time. An overarching process and coaching practices model for facilitating transformative insight emerged, describing the movement from a client’s current way of knowing (experienced as limiting) to a new way of knowing (seen as more desirable and effective). Using constructive-developmental theory’s methodology, the Subject-Object Interview (Lahey, et al., 1988), participants’ forms of mind were identified. A comparative developmental analysis revealed that coaches with different forms of mind used reflective practices (from all themes and levels of reflection) to a similar extent and with similar intent. However, the qualitative differences that emerged followed the “transcend and include” principle, meaning that coaches, with each subsequent (and more complex) form of mind, expanded upon the ways in which these practices were used by coaches with a less complex form of mind. Findings confirmed and expanded upon the coaching processes and practices related to transformative learning and the constructive-developmental literature, uniting them in similarities and differences and integrating them into an overall system for facilitating transformative insight. Implications for scholars, practitioners, and coach educators interested in transformative coaching with developmental impact are discussed.

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Syftet med denna studie var att undersöka utfallet av ledarskapsutbildning inom olika organisationer samt se vilka begränsningar eller möjligheter det kan finnas att implementeraden nyvunna kunskapen i det dagliga arbetet. Tidigare forskning menar på att det finns mängder med teorier kring ledarskapsutbildningar men att det finns luckor i vilket utfall dessa utbildningar faktiskt medför i praktiken. Denna studie har en kvalitativ inriktning undersöker uppfattningar och upplevelser i form av sju semistrukturerade intervjuer med chefer i dalarnasom genomfört en ledarskapsutbildning vid namn: Ny som ledare. Det resultat som framkommit av studien har analyserats och jämförts mot den teoretiska referensramen och den tidigare forskningen som rör ledarskapsutbildning. Resultatet i studien påvisar att det finns brister i hur organisationerna förmedlar sitt syfte och det förväntade utfallet av ledarskapsutbildningen. Det framgår även att det finns en stress och tidsbrist bland de som genomfört utbildningen, troligtvis kopplat till ekonomiska orsaker. Resultatet i studien visar att det finns ett förtroende från organisationerna till deras chefer i det vardagliga arbetet och att cheferna har uppskattat att de fått genomföra denna utbildning. Det verkar finnas utvecklingspotential när det gäller kommunikationen mellan organisation och cheferna baserat på det resultat som analyserats och diskuterats med utgångspunkt i den tidigare forskning som denna studie avhandlar. / The purpose of this study was to investigate the outcome of leadership training within different organizations and see what limitations or opportunities there may be to implement the newly gained knowledge in the daily work. Previous research suggests that there are lots of theories about leadership education, but that there are gaps in what outcome these educations actually entail in practice. This study has a qualitative focus examining perceptions and experiences in the form of seven semi-structured interviews with managers from Dalarna who have completed a leadership training called: Ny som ledare. The results of the study have been analyzed and compared against the theoretical frame of reference and the previous research related to leadership education. The results of the study show that there are shortcomings in how the organizations convey their purpose and the expected outcome of the leadership training. It also appears that there is a stress and lack of time among those who have completed the training, probably linked to financial causes. The results of the study show that there is a trust from the organizations to their managers in everyday work and that the managers have appreciated that they have been able to carry out this training. There seems to be development potential in terms of communication between the organization and the managers based on the results analyzed and discussed based on the previous research that this study discusses.

This thesis is devoted to the development of employees in the organization, their motivation to further self-education and formulation of recommendations aimed at the relevsnt use of stimulative and motivational elements. Attention will be paid to the leadership style of managers as a factor of employee's motivation whatsoever for its further development responsibility. Subject to examination and the objective of the work is to evaluate the role of leadership style in the education process in the organization and add the existing knowledge with the relationship between leadership styles and motivation to actively participate in the acquisition and diffusion of knowledge and skills. With the research survey, questionnaire and interviews is made an analysis on the motivation of employees in specific organizations and evaluation of factors that have a major impact on employees motivation to their further developement. This thesis takes the form of empirical study. Key words: Motivation, Leadership, Self-development

The research study examined the leadership training practices: sense of urgency, envisioning, influencing, communicating, team building, risk taking, and anchoring among volunteer mentors in nonprofit Christian organizations. The study was approached with the assumption that many leadership practices were not present in the volunteer mentor training and their inclusion would enhance the performance or efficiency of the volunteer mentor as they serve the at-risk population. The researcher used a two phase methodology which allowed for assumptions that any inherent biases in particular data sources, investigator, and methods were neutralized. The leadership training practices were viewed using both qualitative and quantitative approaches. In Phase 1 (qualitative) eight respondents were interviewed; and in Phase 2 (quantitative), one hundred and two respondents participated by responding to a Likert scale questionnaire. The volunteer mentor population and the sample were described with great precision. Protocols used to select and delimit the samples were described in detail. Limitations in the generalizations of the findings of the study to other samples and/or populations were stated. The development and validation of the data instruments to be used to collect data from the samples were described (see Appendix 1). Based on the responses of the volunteer mentors, the leadership practices: sense of urgency, influencing, communicating, and team building were perceived to be significantly present during training. Risk taking, anchoring, and envisioning were the leadership practices perceived by the volunteer mentors as not significantly present in the training. There were more leadership practices present in the training of volunteer mentors than the researcher assumed. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

This thesis examines the significance of gaining an understanding of leadership that is both culturally appropriate and contextually relevant to its participants. In particular, this study takes up leadership as a process, experienced differently given one’s positionality. It also honors the work of Latin American (LA) women in Canada and interviews members of a LA women’s organization, pseudo-named Nosotras in an effort to begin to unravel the complexities of leadership and leadership training programs for young women. Interviewees contribute to the research through their knowledge on three main questions: (1) What does leadership mean? (2) What are its challenges? (3) How have you come to know leadership? My findings show that having a common vision of leadership is only the tip of the iceberg. A Latina Feminista lens that queers el liderazgo creates spaces to understand nuances, silences, and power dynamics embedded in current leadership processes and models. Key words: Latina Feminista, liderazgo, positionality theory, silence, challenges, and resistance.

This thesis examines the significance of gaining an understanding of leadership that is both culturally appropriate and contextually relevant to its participants. In particular, this study takes up leadership as a process, experienced differently given one’s positionality. It also honors the work of Latin American (LA) women in Canada and interviews members of a LA women’s organization, pseudo-named Nosotras in an effort to begin to unravel the complexities of leadership and leadership training programs for young women. Interviewees contribute to the research through their knowledge on three main questions: (1) What does leadership mean? (2) What are its challenges? (3) How have you come to know leadership? My findings show that having a common vision of leadership is only the tip of the iceberg. A Latina Feminista lens that queers el liderazgo creates spaces to understand nuances, silences, and power dynamics embedded in current leadership processes and models. Key words: Latina Feminista, liderazgo, positionality theory, silence, challenges, and resistance.

Thesis (D. Min.)--Trinity Evangelical Divinity School, 1999. / Abstract. Includes bibliographical references (leaves 192-194).