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

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2001. / Abstract. Includes bibliographical references (leaves 209-211).

Thesis (D. Min.)--Trinity International University, 2002. / Abstract. Includes bibliographical references (leaves 236-238).

Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2007. / Includes abstract and vita. Includes bibliographical references (leaves 190-203).

Thesis (M.S.)--Boston University

Emotionell intelligens (EI) i relation till ledarskap och organisatorisk effektivitet studeras allt mer och börjar anses mer viktigt. I denna studie redovisas ledarskapskonsulters attityder till EI och ledarskap. Kunskap om detta område är viktig eftersom deras attityder påverkar arbetssamhället då de utbildar, föreläser och lär ut till människor som ska bli eller som redan är ledare. Frågeställningar var: Vad anser informanterna innefattar EI? och Hur samverkar EI och ledarskap? Studien är kvalitativ där jag med hjälp av en semistrukturerad intervju samlat information från sju kvinnor och fyra män som alla arbetar som ledarskapskonsulter. De arbetar inom olika organisationer och företag och är mellan 40 - 62 år. Intervjuerna tog upp frågor som Vad innebär EI, Vad är en bra ledare, frågor kring bemötande samt hur de sprider sina attityder i ämnet. Vidare fick deltagarna reflektera kring om de anser att de finns något sätt att ersätta EI och om det går att utveckla graden av EI. Resultatet visar att samtliga informanter anser att EI är viktigt inom ledarskap för att på ett effektivt sätt kunna delegera, motivera och leda sina följare, men också för att kunna utveckla ett effektivt team. / EI in relation to leadership and organizational effectiveness is studied more than ever and is considered more important. I have through my study gathered leadership consultants attitudes towards EI and leadership. Knowledge about this area is important as their attitudes affect the work community as they train, lecture and teach people who will be or who are already leaders. The research questions where: What do the management consultants regard as EI? and How does EI and leadership interact? The study is qualitative and I was using a semi-structured interview to collect data from seven women and four men who all work as Leadership consultants. They work in various organizations and businesses and are between 40-62 years. The interview covered questions like What does EI mean? What is a good Leader? questions about treatment and about how they spread their attitudes in the area. Furthermore, the informants had to reflect on whether they think there is any way to replace EI and if it is possible to develop the level of EI. The results show that all informants believe that EI is important in leadership to effectively be able to delegate, motivate and lead their followers, but also to develop an effective team.

Tidigare forskning visar att det finns svårigheter för deltagare av ledarskapsutbildningar att implementera kunskaper de får med sig från utbildningen till sitt arbete. Detta kan bli en förlust både för organisationen samt för deltagarens kunskapsutveckling. Det gör att organisationer behöver veta vilka förutsättningar som krävs för att främja implementeringen för sina medarbetare. Denna studie är en kandidatuppsats i Personal och arbetslivsprogrammet på Högskolan Dalarna. Studien syftar till att skapa förståelse för vilka förutsättningar respondenterna upplever att de behöver för att implementera kunskaperna från ett ledarskapsprogram som de deltagit i. Sex respondenter från den utvalda organisationen har medverkat i semistrukturerade telefonintervjuer, vars svar sedan analyserats och sammanställts med hjälp av en tematisk analys. Resultatet visar att respondenterna behöver den egna motivationen, sociala relationer samt organisatoriska förutsättning för att implementera sina kunskaper från ledarskapsprogrammet. / Previous research shows that there are difficulties for participants in leadership training programs to implement the knowledge they gain from training into their workplace. It could mean that both the organization and the participants lose important knowledge and development opportunities. Therefore, it is of great importance that the organizations know how to promote and ease the necessary implementation for their employees. This study is a bachelor's thesis in the program Personnel and work at Dalarna University. The study aims to create an understanding of what conditions the respondents feel that they need, to implement their knowledge from a leadership program in which they have participated. Six respondents from a selected organization participated in semi-structured telephone interviews, whose responses then were analyzed and compiled using a thematic analysis. The results show that the respondents needed their own motivation, social relationships and organizational prerequisites to implement their knowledge from the leadership program.

No description available.

This qualitative case study sought to better understand the complexity of developing executives to lead in a landscape of disruption and uncertainty, and how to evaluate the effectiveness of the development intervention in a world that is constantly changing. The purpose of this study was to explore how executives make meaning from what they learned in a development program, how these executives transferred the learning to lead their teams in today’s dynamic world, and how their organization benefitted (if at all) from having leaders with increased capabilities in leading through change. The researcher chose a single-case study design to evaluate the long-term impact of an executive development program within a bounded organization by looking at three key areas for the research questions: individual development, facilitators and barriers to learning transfer, and organizational outcomes. The 13 study participants were a subset of a cohort from an Executive Development Program (EDP), designed to harness the power of disruption to prepare leaders to navigate their teams through a constantly changing landscape with care, curiosity, and courage. The EDP took place at Global Financial Analytics & Insights (GFAI,), a pseudonym, which is a firm providing essential information to the global financial markets to inform decision-making. The data collection methods leveraged to conduct this case study were semi-structured interviews with the 13 participants and program architect, and a review of archival program documentation. The data were coded and organized according to the research questions and conceptual framework. Analysis, interpretation and synthesis of the findings were organized into four analytic categories: (1) individual shifts in mindsets or behavior; (2) enabling factors of learning transfer; (3) barriers to learning transfer; and (4) tangible or intangible benefits for the organization. This study revealed that all 13 leaders in EDP experienced a shift in their leadership style in at least one of the three lenses of care, curiosity, or courage. It also revealed that all participants encountered facilitators and barriers to learning transfer, which were grouped into the themes of individual motivation, work environment, and program design. All leaders were able to describe at least one way that GFAI benefitted from the investment in the EDP, with the top benefit being an engaged and committed network of leaders who could rely on each other to solve problems across the firm. Recommendations are offered to practitioners who aspire to build highly capable leaders prepared to navigate a dynamic and disruptive world, including: (1) leverage measurement tools to understand a leader’s ability to adapt to complexity; (2) design learning experiences that provoke new perspectives to enable transformation; (3) evaluate programs over time to allow for participants to apply their learning and for others in the organization to recognize the shifts the leader is making; and (4) engage the Executive Team (the level of leadership that reports directly to the CEO) as program sponsors and champions early in the design process and clearly articulate what is expected of them as organizational leaders and role models. Recommendations for future research are also included.

No description available.