Dissertations / Theses: 'Approach to leadership'

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Hendricks, Clarence Nowellin. "Integrated leadership : a leadership approach for school management teams." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018610.

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School managers currently face major challenges of finding innovative ways to improve the quality of teaching and learning and ultimately student outcomes. This might be because contemporary leadership models promote either requisite curricular expertise or requisite leadership qualities or requisite norms and values which impact notably on teaching and learning. This study examined to which extent School Management Teams (SMT’s) contribute to the quality of teaching and learning when utilizing an integrated leadership approach in primary schools.The extent to which integrated leadership contributes to the quality of teaching and learning is investigated through an exploratory mixed method approach. Case studies in six different schools were conducted through both qualitative and quantitative research methods to obtain data regarding the thirty-six participants’ integrated leadership qualities. Data was gathered through focused group interviews, observations and a questionnaire. The Annual National Assessment results for two consecutive years (2010 and 2011) of grade three and six learners for literacy and numeracy were collected to determine the relationship between integrated leadership and quality teaching and learning and the extent to which integrated leadership impacted on student outcomes.The findings revealed that SMT’s confused integrated leadership with the utilization of qualities from a range of leadership styles each seeking to fit the purpose of an activity, and then claim they are employing an integrated leadership approach. Integrated leadership on the contrary is one leadership model with different qualities and when utilised as a complete package, in a unified manner, has the potential to have a significant impact on the quality of teaching and learning and ultimately student achievement. The findings also indicated that the majority of SMT members are either not utilising integrated leadership or occasionally utilise some of the integrated leadership qualities. This might be one of the main reasons for unsatisfactory academic performance in schools. Integrated leadership thus, when implemented in its totality at all times, possesses all the qualities to have a significant impact on the quality of teaching and learning nationally and internationally.

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Vu, Mai Chi. "Spiritual leadership : a Buddhist approach." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12773/.

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This study examines spiritual leadership from a Buddhist perspective in the context of a transitional economy: Vietnam. Vietnam is undergoing significant changes in blending traditional values with contemporary ones, which creates a complex and dynamic social setting for exploratory research. Changes include incorporating traditional spiritual practices and engaged Buddhism in the contemporary context. The study explores and examines how spiritual leaders in organizations interpret and enact Buddhist teachings and principles in Vietnam. The outcome of the preliminary quantitative study examining spiritual leadership in the context of Vietnam informs a mixed methods study in which the qualitative phase is guided by a critical-realist-informed grounded theory approach. This mixed-methods study explores how spiritual leadership is distinctively interpreted by organizational leaders who are Buddhist practitioners. The findings suggest that Buddhist-enacted leadership is a process of self-transformation and operates as a skilful means involving multiple leadership identities to flexibly and mindfully respond to contextual challenges. Context emerges as having a primary role in the understanding and application of Buddhist principles in leadership, manifested by the Buddhist concepts of impermanence, non-attachment, and wisdom. Buddhist-enacted leaders’ authenticity was challenged and moderated by the adoption of multiple identities, resulting in inconsistencies in leadership styles, the overall skepticism in Vietnamese society due to the lack of trust of the Vietnamese people as a result of the political and social features of the country’s regime, and the level of maturity of leaders in respect of Buddhist practices. The study introduces a Buddhist-enacted leadership model that contextualises spiritual leadership and reaffirms that neither the promotion of commonly known good practices nor any mimetic isomorphism of social responsibility or Western sustainability practices would be able to address the complex nature of a developing nation like Vietnam.

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McCusker, Maureen Elizabeth. "A Dyadic Approach to Leadership Emergence." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/78142.

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Leadership emergence is best conceptualized as a complex, multi-level process arising from the dynamic interplay of all elements in the process: group members, relations, and context (Day, 2014). This study seeks to simultaneously examine to the role of each in the leadership emergence process by assessing leader and follower traits, their trait similarity, task, behaviors, and the network itself. Using a rotation design, 99 cadets in groups of three completed four tasks with alternating partners and subsequently provided sociometric ratings of each of their group members. Data was analyzed using Exponential Random Graph Modeling, which controls for endogenous group effects. In general, there was a tendency toward nominating others as leaders. High scores on dominance and intelligence predicted leadership emergence, and low scores on dominance predicted follower emergence. The type of task did not affect leadership emergence. Perceived leader behavior unexpectedly reduced the likelihood of nominating another as a leader. Results from this study highlight the importance of studying all components of leadership process and are once step closer toward doing so completely and accurately.
Master of Science

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Nodarse, Brynn C. "A nonverbal approach to charismatic leadership training." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=8&did=1907259901&SrchMode=2&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270057484&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 111-115). Issued in print and online. Available via ProQuest Digital Dissertations.

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Sanchez, Orlando. "Leading airmen a systems approach to squadron leadership /." Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Sep%5FSanchez%5FMBA.pdf.

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"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, September 2007."
Advisor(s): Simon, Cary ; Crawford, Alice. "September 2007." "MBA professional report"--Cover. Description based on title screen as viewed on October 17, 2007. Includes bibliographical references (p. 63-65). Also available in print.

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Harnesk, Roland. "Leadership for co-worker commitment : a TQM approach /." Luleå, 2004. http://epubl.luth.se/1402-1757/2004/33/index.html.

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Pawelke, Michael B. "Training leaders a systems approach to leadership development /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Fusco, T. "A group coaching approach to authentic leadership development." Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/17592/.

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The Portfolio presented here is concerned with the subject of Authentic Leadership Development. This subject has become the focus of much attention in the last 10 years by both researchers and practitioners in the leadership and leadership development field. Over the decades there has been a variety of leadership themes and concepts that have garnered similar attention, for example, Transformational & Transactional Leadership, Situational Leadership, Servant Leadership, Contingent Leadership, Ethical Leadership…and now Authentic Leadership. It has probably come to the fore as a result of high profile examples of poor leadership on a global scale. Even before the financial crisis of 2008 there were the examples of Enron and Worldcom and since 2008 there have been the examples of Arthur Andersen and Lehman Brothers (http://www.accounting-degree.org/scandals) and more recently Toshiba, Volkswagen and even FIFA (http://fortune.com/2015/12/27/biggest-corporate-scandals-2015). Although over this last decade there has been this considerable interest in the idea of Authentic Leadership, both as a construct and an effective form of leadership practice, what has been notably lacking, particularly in the academic field, are ideas of how to actually develop authentic leaders. Both anecdotal evidence from the practitioners and empirical evidence from the researchers all point towards Authentic Leadership achieving desirable organisational and business benefits. Yet there is almost a complete absence of any research demonstrating how Authentic Leadership is actually developed. This is the sole purpose of this piece of research, to investigate one particular approach to Authentic Leadership Development (ALD) to see if it works and if so, to try and understand how it works.

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Roszak, Christopher. "Taking a Transformative Leadership Approach to Stakeholder Trust." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/331.

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Business leaders struggle with the application of appropriate leadership models to retain stakeholder trust. The purpose of this phenomenological study was to explore the lived experiences of mortgage and investment leaders and stakeholders on applying various leadership models to restore stakeholder trust. Stakeholder and stewardship theories formed the conceptual framework of this study. A purposive sample of 20 stakeholders from the investments and mortgage industry in central Colorado participated in semistructured interviews. The research questions were on a leader's application of various leadership traits to restore stakeholder trust. Six themes emerged following coding and reduction using a modified van Kaam approach: (a) benevolence, (b) transparency, (c) humility, (d) approachability, (e) authenticity, and (f) personality. The themes were consistent with transformative leadership traits and satisfied stakeholder affective needs for trust. These findings may be applicable to mortgage and investment business leaders who adopt a transformative leadership approach; such leaders may find an ethically sustainable leadership style that facilitates follower commitment and organizational change, reduces turnover, improves performance, and strengthens social relationships. Stakeholders may find that business leaders who adopt a transformative leadership approach may eventually commit to long-term wealth creation, maintain near-congruent values, and avoid self-serving behaviors.

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Gershenoff, Amy Beth. "Individual Differences and Leader Emergence in a Transformational Context: An Examination of Person and Process." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27559.

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The primary purpose of this research was to extend current knowledge of the individual differences that are traditionally associated with leadership emergence and to determine whether the individuals characterized by individual differences attributed to transformational leaders were also likely to emerge as a leader in a leaderless group. Leadership behaviors and followersâ perceptions of emergent leadership of individuals with Ross and Offermannâ s (1997) enabling and forceful personality patterns were examined in an emergence setting that facilitates transformational leadership. A secondary purpose of this research was to further our knowledge of the process of leadership. The leadership process defined by Lord and his associates (Lord, Fot & Phillips, 1982; Lord, Foti & DeVader., 1984) was expanded to include relevant elements of Mischelâ s theory of personality (Mischel, 1999). The contextual influence of the task situation and feedback from others were examined. Individuals did not differ on transformational leadership behavior, but forceful individuals did exhibit a greater proportion of initiating structure behaviors than other individuals and were rated highest on leadership. In addition, there was no evidence of changes in the leadership process due to feedback based on the perceptions of others. Limitations and implications for future research are discussed.
Ph. D.

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Fultz, David Mark. "Principal Influence on School Climate: A Networked Leadership Approach." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306343167.

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Giacomassi, Rafael. "Leadership development: an experiential learning approach for engineering students." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/18/18156/tde-04022019-150003/.

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Lots of companies recognize the need for leadership development. However, there is still not a consensus about what practices or bundle of practices can be used for the effective development of leadership competencies. Many existing methods are focused on emulation of characteristics of successful leaders or the development of personal competencies based, for example, on psychological traits tests. Therefore, a better understanding of the application of more holistic methods for leadership development is necessary. Such methods consider personality traits as well as the organizational context where leaders are inserted. Some recent theories that have contributed to this area include Authentic Leadership Development (ALD) and Positive Organizational Scholarship (POS). Furthermore, emotional and social intelligence continue to be highly relevant subjects for leadership development because of the correlation between these attributes and leaders\' performance. This study proposes a leadership development program that encompasses fundamental concepts related to the implementation of practices that are considered suitable for organizations and individuals. The focus on the development of positive behaviors instead of the identification and resolution of imperfections is a characteristic of the proposed program. The research includes four steps: research motivation and goals definition, literature review, action research, and final considerations and conclusion. The action research step included two iterations in which the program was tested and optimized according to the learning process of the researcher. The program was offered to engineering students due to the necessity for leadership development for these future professionals and due to the lack of disciplines focused on leadership development in the engineering curriculum. Thus, the study aims to achieve a better understanding of leadership development and the implementation of practices for leadership development in engineering. Finally, a detailed syllabus of the proposed leadership development course and a method for evaluating the program is presented along with the insights acquired in the action research and recommendations for future research.
Muitas empresas reconhecem a necessidade do desenvolvimento dos seus líderes, porém ainda não há um consenso sobre quais práticas ou conjunto de práticas podem ser usadas para o desenvolvimento efetivo de competências relacionadas à liderança. Muitos dos métodos usados focam em emular características de líderes que obtiveram sucesso e em desenvolver habilidades pessoais com base, por exemplo, em testes de traço psicológicos de personalidade. Portanto, é necessário um maior entendimento do potencial de aplicação de métodos mais holísticos para o desenvolvimento de líderes, que considerem características pessoais dos indivíduos assim como habilidades adotadas no contexto organizacional onde estão inseridos. Algumas teorias recentes que contribuíram nessa área incluem desenvolvimento de liderança autêntica e o estudo de organizações positivas. Além disso, inteligência emocional e inteligência social continuam sendo tópicos altamente relevantes para o desenvolvimento de líderes por influenciarem significativamente no desempenho dos mesmos. Este projeto propôs a elaboração de um programa para desenvolvimento de liderança positiva que engloba conceitos fundamentais relacionados a implementação de práticas consideras apropriadas para a organização e indivíduos. O foco no desenvolvimento experiencial de comportamentos positivos ao invés da identificação e resolução de defeitos é uma característica fundamental do programa proposto. A pesquisa inclui quatro fases: definição da motivação e objetivos de pesquisa, revisão bibliográfica, pesquisa ação, e conclusão e considerações finais. A fase de pesquisa ação contou com duas interações nas quais o programa para desenvolvimento de liderança positiva foi testado e otimizado de acordo com a aprendizagem do pesquisador. Tal programa foi oferecido a alunos de engenharia devido a necessidade de competências de liderança para esses futuros profissionais e a falta de disciplinas focadas no desenvolvimento de liderança nos currículos de engenharia. Assim, espera-se alcançar uma melhor compreensão sobre os métodos para desenvolvimento de liderança e a aplicação de tais métodos para o desenvolvimento de liderança em engenharia. Por fim a programação detalhada do curso de desenvolvimento de líderes e os métodos para avaliação do mesmo são apresentados assim como a aprendizagem adquirida durante a pesquisa e recomendações para pesquisas futuras.

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Sugai, Sakae. "Cross-cultural leadership interaction : a mixed-methods approach study." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611820.

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Sutera, Sofia. "Women and Leadership in Peacekeeping Operations: a Swedish Approach." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21048.

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Even after the introduction of the UNSCR 1325 and subsequent resolutions, women’s leadership in the context of the WPS Agenda remains very low, despite the clear stance of the UN towards a support of an increased participation of women in peace and security processes. The aim of this thesis is to specifically address women’s leadership in the Swedish Armed Forces (SAF) in the framework of peacekeeping operations, looking at the way the gender perspective is applied in the SAF through the introduction of the Handbok Gender, adopted in 2016. Since the focus of this research is on women, the theoretical perspective utilised as reference point is feminism and specifically a feminist constructivist approach with an institutional focus. Mixed research methods have been applied in order to collect the data, while the main centre of attention of this project has been a critical discourse analysis of the mentioned gender policy. Sweden has been chosen as case study because of the relevance of its singular feminist policies (Wallström’s statement that Sweden is pursuing a feminist foreign policy is a clear example), nevertheless the conclusions appear to be quite contradictory because even in a country which officially identifies as feminist women’s leadership in peacekeeping operations is very low.

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De, Weerdt Philip. "Shared leadership as an approach toward family business sustainability." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/59815.

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The practice of shared leadership in family business management teams requires further study. Shared leadership is an emergent participative theory that requires team leaders to emerge and change naturally within a team. The study aimed to understand the prevalence of shared leadership, awareness of required team leadership qualities, and specific tasks prone to shared leadership, within the family business context. A family business team input-process-output model and sustainability constructs were adopted to study shared leadership in the family business environment. The general heterogeneity and intricacies of family businesses prompted a research case study approach. Incumbent and successor generation teams were interviewed. Findings showed prevalence of shared leadership where the incumbent generation was willing to share management control. In the absence of such willingness, a delegation structure prevailed. Further findings indicated that a family council communication platform can assist with the participation of the successor generation in an environment where the incumbent generation is unwilling to relinquish business control. During the final phase of the succession process, termed relinquishing of control, shared leadership was observed to assist with building of trust and confidence in the successor generation. The observations and conclusions contributed toward family business sustainability knowledge
Mini Dissertation (MBA)--University of Pretoria, 2017.
nk2017
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted

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Lacerda, Teresa C. "Understanding leadership effectiveness in organizational settings : an integrative approach." Doctoral thesis, Instituto Superior de Economia e Gestão, 2015. http://hdl.handle.net/10400.5/7995.

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Doutoramento em Gestão
Os líderes estão envolvidos no processo de influenciar pessoas para atingir metas que sustentam o elevado desempenho corporativo ao longo do tempo. Tradicionalmente, os investigadores têm estudado este fenómeno usando modelos teóricos não integrados (ou seja, considerando isoladamente traços de personalidade, competências ou comportamentos de liderança). Esta tese preenche esta lacuna na literatura, ao adotar uma perspetiva integradora da teoria da liderança. Para responder à questão de "como alguns líderes são mais eficazes do que outros?", este estudo utilizou uma metodologia mista com carácter exploratório, composta de um estudo qualitativo para o investigador obter informação relevante sobre o tema, e de um estudo quantitativo para confirmar as principais conclusões da fase exploratória. Os resultados do estudo qualitativo revelam que a eficácia da liderança é um constructo multidimensional composto por quatro dimensões: (1) traços, (2) competências, (3) comportamentos, e (4) processos. Além disso, o modelo testado na fase quantitativa identifica fatores que explicam uma variância significativa da eficácia organizacional. Estes resultados sugerem que os líderes que são orientados para objetivos, bons comunicadores interpessoais, autoconfiantes, e que exibem certos comportamentos são mais propensos a serem altamente eficazes e têm um impacto maior sobre a eficácia organizacional. Em geral, os resultados suportam um modelo integrativo da eficácia da liderança, contribuem para o debate teórico sobre a forma como a eficácia da liderança pode contribuir para o desempenho organizacional, e ajuda os gestores a entenderem melhor o processo de liderança eficaz dentro das organizações.
Leaders are involved in the process of influencing people to achieve corporate goals that sustain high-performance over time. Previous research addressing this phenomenon has traditionally adopted a single approach (i.e., traits, skills, or behaviors). This thesis fills this gap in the literature by adopting an integrative perspective of the leadership theory. To address the question of “how are some leaders more effective than others,” an exploratory mixed method approach was used, comprised of a qualitative study to provide the researcher with meaningful insights on the topic, and a quantitative study to confirm the main findings of the exploratory stage. Qualitative findings reveal that leadership effectiveness is a multidimensional construct comprised of four dimensions: (1) traits, (2) skills, (3) behaviors, and (4) processes. Additionally, the model tested during the quantitative phase identifies key predictors, and explains a significant variance of organizational effectiveness. These findings suggest that leaders that are learning goal-oriented, good interpersonal communicators, self-confident, and exhibit certain behaviors are more likely to be highly effective and to have a greater impact on organizational effectiveness. Overall, the results give a substantive support for an integrative model of leadership effectiveness, contribute to the theoretical debate on how leadership effectiveness can sustain organizational performance, and help managers understand the effective leadership process inside organizations.
Fundação para a Ciência e Tecnologia

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Pratt, Jill Elizabeth. "Investigating educational systems, leadership, and school culture| A holistic approach." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583297.

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Most populous school districts operate using a bureaucratic hierarchical organizational structure developed primarily for industry, a system structure that has remained intact for a century despite evolving from a manufacturing to a knowledge-based economy. Although strong for efficiency, this system structure is resistant to change and promotes worker isolation, not ideal for a collective educational approach desired in the 21st century. The purpose of this quantitative correlational study was to investigate the relationship among a bureaucratic hierarchical school system structure, principal leadership, and school culture to determine if and how the three variables relate through the collective lens provided by the integral leadership theory (Küpers & Weibler, 2008) and the Full-Range Leadership Theory, or FRLT (Bass & Avolio, 2004). Thirty principals from three urban districts in North Carolina responded to items on the Multifactor Leadership Questionnaire, Form 5X (MLQ Form 5X) and the School Culture Survey (SCS) and four demographic questions. The study’s results revealed that the administrators appear to combine aspects of both transformational and transactional leadership in the urban schools. Each of the six culture factors on the SCS was significant with transformational leadership, and three of the six culture factors, learning partnership, collaborative leadership, and teacher collaboration, were also significant with transactional leadership. A holistic analysis shows that the principals are demonstrating effective leadership with corresponding positive school cultures despite the constraints a bureaucratic hierarchical school district structure presents. The results suggest that the principals are successfully integrating structural context, cultural elements, and leadership in an organizational form not necessarily designed to promote teamwork and collaboration essential for educational success.

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Weisman, Robert. "A Leadership Approach to Successful Digital Transformation Using Enterprise Architecture." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39993.

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Digital transformation has been a focus of public and private sectors to both improve and sustain business value by leveraging rapidly evolving technology. Digital technology is ubiquitous and inter-connected, changing the face of business, government and society through the creation of new industries, with automation replacing two thirds of existing jobs. The challenge is that most digital transformation efforts fail, mainly due to inadequate leadership and management as well as failure to accept that it is a multi-disciplinary problem. Another challenge is to distinguish between digital transformation (DT) and digitization where the former is based on a customer-centric value proposition and the latter focuses on cost-cutting and operational excellence. This difference also highlights the business/technology divide where the former is mainly DT and the latter is mainly digitization. The challenge addressed in this thesis is how to obtain management acceptance that digital transformation is multi-disciplinary and to make recommendations with respect to how best to achieve DT goals. The research methods followed is a blend of participatory action research (PAR), case study analysis and literature analysis. The principal research findings are that there is no single, management methodology that can increase the chances of DT success but that a modified form of enterprise architecture (EA) that collaboratively interacts with the other management frameworks can likely provide a solid foundation to effectively achieve DT. The thesis consists of an assessment of the current methodologies, four articles that each discuss an area to support effective DT, followed by a request for change (RFC) to up-date the TOGAF 9 EA framework standard. TOGAF was selected due to its pervasive usage globally (80% of Fortune 50 and 60% of Fortune 500). The RFC accommodated both the concepts raised in the articles and other innovations highlighted in the literature review and assessment. The thesis concludes that enterprise architecture is a key business technique that al-lows the sharing of core decision support information across the enterprise, enabling all management frameworks, especially those on the technology-management divide, to collaboratively realize digital transformation.

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Backert, Rachel G. "A Nonlinear Approach to Gender bias in Leadership Emergence Perceptions." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/33851.

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The purpose of the present study was to examine the perceptual processes associated with gender differences in leadership emergence recognition. Prior research has indicated that females are less likely to be identified as an emerging leader, even when they display identical leadership behaviors as that of their male counterparts. Unlike most of the previous research performed in this area which has obtained only static snapshots of leadership recognition, the present study used a nonlinear dynamic modeling technique, called cusp catastrophe theory. It was predicted that a nonlinear model would account for more variance than a linear model. Furthermore, it was also predicted that participants would be more resistant to recognizing a female as an emerging leader, as compared to a male. This effect was expected to be greater for male participants than female participants. Participants included 19 organizational members, who watched videos of either a male or female emerging as the leader of a four-person group. Participants recorded their perceptions of leadership through a dynamic measure. In accordance with cusp catastrophe theory, results were analyzed using the program GEMCAT II (General Multivariate Methodology for Estimating Catastrophe Models). Contrary to expectations, none of the predictions were supported. It is suggested that this was primarily due to methodological issues, rather than the relevance of cusp catastrophe modeling for leadership perceptions. Recommendations for future work in this area are provided.
Master of Science

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Miska, Christof, Christian Hilbe, and Susanne Mayer. "Reconciling Different Views on Responsible Leadership: A Rationality-Based Approach." Springer, 2014. http://dx.doi.org/10.1007/s10551-013-1923-8.

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Business leaders are increasingly responsible for the societal and environmental impacts of their actions. Yet conceptual views on responsible leadership differ in their definitions and theoretical foundations. This study attempts to reconcile these diverse views and uncover the phenomenon from a business leader's point of view. Based on rational egoism theory, this article proposes a formal mathematical model of responsible leadership that considers different types of incentives for stakeholder engagement. The analyses reveal that monetary and instrumental incentives are neither sufficient nor necessary for business leaders to consider societal and environmental stakeholder needs. Non-monetary and non-instrumental incentives, such as leaders' values and authenticity, as well as their planning horizons, counterbalance pure monetary and instrumental orientations. The model in this article complements the growing body of research on responsible leadership by reconciling its various conceptual views and providing a foundation for future theory development and testing.

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Garrett, Kelly Eugene. "An Approach to Aligning Leadership Development with Organizational Strategy Management." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602764.

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This dissertation investigated approaches which key informants and practitioners have used to successfully align leadership development and strategy management. The subjects interviewed in this study were familiar with organizations that made significant investments in leadership development programs and overcame the challenges associated with aligning leadership development with strategy management. The study explored how the participants described their approaches to aligning leadership development with strategy management via semi-standardized interviews from a targeted population of key informants and practitioners with significant experience as business executives, consultants, and academic leaders focused on the processes of leadership development and strategy management in organizations. Six key findings emerged from this study regarding the alignment of leadership development with strategy management: 1) leadership development in organizations should be differentiated to fit varying roles, yet integrated throughout the organization through similar and shared competencies, 2) leadership development competencies should be connected to and leveraged within the organization’s strategy management processes, 3) organizations should have a formal approach that aligns leadership development, not only with the company’s current strategic management objectives, but also with where the company was headed, 4) leadership development competencies should be aligned with the beliefs and behaviors of senior executives, 5) leadership development competencies should be linked to the organization’s key results through a strategic framework, 6) developing leadership competencies that lead to specific results was an ongoing process best achieved through action-learning. Regardless of the business sector or size of the organization, the findings of this study indicated that a successful approach to facilitating the alignment of leadership development with strategy management was an approach that incorporates leadership, culture, teamwork, and alignment: the components of organizational capital.

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Phillips, Mary Elizabeth Hargrove. "An administrative approach to preschool curriculum planning for at-risk children." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/2994.

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This study was designed to aid in determining the curricular direction which will be taken for the program in the preschool educational facility where the study took place. The target population for participation in this study was Black, four-year-old children who met the preschool facility’s operational definition for being disadvantaged. The study took place over a period of one school year with the primary aim being to determine curriculum components which are effective with the target population. The study utilized an experimental design and implemented an experimental curriculum with 30 children who were participants in the control group. A pre-test, teach, then post-test method was used. At the conclusion of the study, a statistical analysis of the collected data was made by using t-test computations. The findings show that, even though both the experimental group and the control group made significant gains in the areas assessed, the experimental group made gains that were significantly greater than those made by the control group.

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Parker, Anne Christine. "Leadership narratives : a learning community develops a systemic approach to primary school leadership through collaborative and responsive inquiry and by making leadership visible." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37092.

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Set within the context of constant change in primary education in England the research aim was to investigate how one school develops as a learning community. It is a narrative representation of developing school leadership within a systemic approach (Whitaker, 2009). Marshall’s (1999) theory of living life as inquiry informed the identification of four research themes which are interwoven throughout the thesis; ‘living life as’ a teller of tales, the leading learner and learning leader, as a global learner and as a practitioner/leader researcher. A thematic framework was created for the purposes of fieldwork data analysis. The analysis informed the further development and validation of the identified research themes. The notion of a ‘leadership narrative’ is defined and it is within this parameter that the research findings are presented. The school learning community engaged in the process of vision creation and the development of action learning set plans (Senge, 2006; Stark, 2006). Unpredictable and sometimes unnerving events were catalysts for a change in emphasis. The notion of social justice is explored through the active dialogue of a group of ten and eleven year old girls and provides the micro view of organisational learning. This research project was supported, validated and challenged through the engagement with an external action learning group. Research outcomes were confident learners, trusting relationships, improved academic achievement, consistency and innovation and a contribution to leadership theory. The outcomes informed the conceptualisation of a ‘Leadership Development Web’.

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Rodkey, Robert Fredrick. "A biblical approach to leadership (as applied at St. Louis Christian College) /." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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Fernandez, Tricia M. "Teacher Leadership: A District's Human Capital Investment Approach For Elevating Professional Learning." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091851.

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Research shows that providing teacher leadership opportunities has a positive influence on the capacity building of teachers and is an effective strategy to retain effective teacher leaders. Current reform efforts include creating sustainable career pathways that provide teachers the opportunity to grow professionally while leading from the classroom. However, present trends depict low returns on investment from professional learning programs resulting in reduced funding. The purpose of this study was to determine if Miami-Dade County Public Schools (M-DCPS) human capital investment approach in the M-DCPS Teacher LEADership Academy (TLA) strengthens the capacity of teacher leaders to lead professional learning while retaining them in the classroom. An Innovation Configuration Map was used to determine fidelity of implementation to purposively select the study sample. Building administrators, teacher leaders, and teachers from the selected schools completed a nine question Likert scale survey to determine their perceptions regarding the value of the academy. Using semi-structured focus groups, data were also gathered regarding the capacity of teacher leaders to lead professional learning and the impact of the M-DCPS TLA on their decision to lead from the classroom. The findings from the study support and extend the literature on best practices in human capital development regarding teacher leaders who can support and influence teaching and learning for their colleagues through greater involvement in school leadership. We recommend that school districts make an investment in formalizing teacher leader roles that foster collaborative, job-embedded professional learning that is sustained over time to impact teaching and learning.

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Khalifa, Sh Dayeb Amr. "Beyond Toxic Leaders : Follower-centered Approach." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34789.

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Rethinking the possible borders of leadership, requires an investigative work which problematizes the principal assumptions upon which leadership discourse is built. From follower-centered approach, this research examines the relational factors that might accelerate the wheel of toxic behaviour in organizations, with a brief critique of the out- dated themes which continue to occupy fair amount of the discourse of leadership, this critique is based on problematizing the perspectives, commonly referred to, as The Romance of Leadership. after doing so, I try to create a counterweight body of work in which I disregard some of leaders domination by focusing on followers instead, consequently, I attempt to introduce possible breakthrough in term of language as an approach to replace old and depreciated terms, as well as, recommendations for countering the radical views toward followers. In addition, I did an empirical investigation to the abovementioned themes by conducting a study in my workplace in order to check the plausibility of the conceptualization I done before, through, and after the empirical phase of this thesis, finally, I presented some personal reflections in regard with the course of study and suggested some ideas concerning the methodology within which this research has functioned.

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Murry, William D. "Leader-member exchange and work value congruence : a multiple levels approach /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-172103/.

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Semon, Karen L. "An Impact Study On Developing Leaders Through A Leadership Formation Approach." Ashland Theological Seminary / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=atssem1600801597769299.

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Van, Dyke Edward M. "Taking A Strengths-Based Approach To School Improvement In A Rural Elementary School." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091685.

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Many scholars believe that school improvement and school climate are important aspects in student learning and achievement. This study takes a strengths-based approach to school improvement as well as improving school climate. The Appreciative Inquiry action research method was used to help develop a school improvement plan and attempt to improve school climate at a rural elementary school. The Appreciative Inquiry process uses the 5-D cycle of Define, Discover, Dream, Design and Deploy to help organizations look at how and in what areas the organization is thriving in to help in areas where they are looking for better results. Data were generated from two main stakeholder groups that participated in this study: parents and faculty and staff. The data were gathered at the end of the Appreciative Inquiry process by examining what the design teams created in their groups based on the major themes reveled in the form of Provocative Propositions/Possibility Statements, Commitments, Offers and Requests and then compared to a template to see if what they created aligned with what the state said qualified as a school improvement plan. The stakeholders also participated in filling out a reflection survey at the end of the Appreciative Inquiry process to determine if the Appreciative Inquiry process had a positive effect on the school. The results found in the data were positive as they related to both helping develop a school improvement plan and having a positive effect on the school climate.

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Clarke, Maureen. "A grounded theory approach to Standards of Leadership competency framework development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0019/MQ54550.pdf.

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Hatfield, Jennifer. "Women and leadership in the profession of law, a discursive approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ64810.pdf.

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Chu, Kai-wing, and 朱啟榮. "Implementing knowledge management in school environment : a principal's leadership-driven approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196543.

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Educators all over the world are facing the challenges brought by education reform. Schools need to become more aware how Knowledge Management (KM) can help them be more effective in leveraging organizational knowledge to improve organizational effectiveness to face the increasing requirements for school improvement. Although KM has been regarded as the advanced management strategy in the business world for leveraging their intellectual assets, few studies have been conducted in the school setting. The present study will shed light on how to implement KM in a school setting through the leadership provided by the principal. This study can be a model for those educators who would like to implement KM in their schools. Although KM researchers have identified that leadership is a critical factor in KM implementation, few studies have explored the actual impact of leadership in the process of KM implementation. Moreover, the literature review shows that leadership by the principal is the essential element for school success in KM. This study shows that a principal’s leadership-driven approach is necessary for KM implementation and explores its impact on the process of KM implementation for school improvement. The study uses insider action research to explore how the principal’s leadership can be incorporated into KM in a school environment and evaluate the effectiveness of this Leadership-Driven KM Implementation in a school setting, so that this study can offer practical advice and guidance to the principals who would like to try KM in their practice. In this study, KM was implemented in a school by starting with two basic approaches: Information-Based and People-/Interaction Based Approaches. The Principal’s Knowledge Leadership was integrated with the two approaches to strengthen the implementation of the KM strategies. The principal acted as the knowledge leader with the roles of knowledge vision builder, knowledge enabler builder and knowledge role model. Under the strong leadership of the principal, both the Information-Based and People-/Interaction Based Approaches have been implemented with achievements in sharing information/knowledge and nurturing a sharing culture and trust. The principal assessed teacher’ readiness, implemented Information-Based and People-/Interaction-Based approaches and strengthened knowledge leadership through the process. This study can serve as a model for implementing KM in schools. This study shows that the principal’s leadership was the key driver for KM Implementation. The principal performed his leadership with clear direction and thoughtful procedures of implementing Information-Based and People-/Interaction-Based Approaches, thoughtful allocation of the school resources, and shaping learning for staff. As a result, the school developed a Knowledge Base and a Digital Archive as knowledge repositories and Lesson Study and Communities of Practice as platforms for knowledge sharing. The School’s achievements in KM implementation were recognized through improvement in students’ testing achievements, appreciation by KM practitioners, and recognition and awards from government examiners and experts. This study recommends that Leadership-Driven Knowledge Management is of value in the implementation of KM in schools to help schools become learning organizations so they can better face the challenges brought by waves of education reform and societal change.
published_or_final_version
Education
Doctoral
Doctor of Education

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Agbiji, Obaji Mbeh. "Development-oriented leadership in post-military Nigeria : a sustainable transformational approach." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71734.

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Thesis (PhD)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Although Nigerian church leaders have made important contributions to Nigerian society through education, the health services and other forms of social service, they have, nevertheless, had a minimal impact on the political and economic sectors which are the major sources of policy formation, infrastructure development, job creation, industrialisation, poverty reduction and the control of environmental hazards. Accordingly, this study, within the ambit of theology and community development, seeks to understand how, through development-oriented church leadership, the church in Nigeria may contribute more meaningfully to the sociopolitical and economic transformation of the postmilitary (democratic) Nigerian society, partcularly in the light of the poverty, underdevelopment, corruption and poor leadership prevalent in the country. In addition, the study seeks to ascertain what the main components of that social transformation agenda should be. In endeavouring to understand the causes of the poverty, underdevelopment, corruption and poor leadership in Nigeria and the means through which these factors have been perpetuated, the researcher studied relevant literature on the development, sociopolitical and economic body of knowledge as its relates to Nigeria and beyond. In addition, leadership trends within the global and Nigerian contexts from precolonial to present times were explored in order to understand both the contributing factors to the inadequate leadership within Nigeria and how existing trends may be reversed. In order to evaluate the contributions of church leaders to Nigerian society, the social and theological discourses of church leaders within the Nigerian context were studied. An empirical study of the leaders of the Christian Association of Nigeria and the Lagos Presbyterian church (1999–2010) has enabled the researcher to offer proposals regarding a more meaningful engagement on the part of church leaders while the discoveries emanating from the literature study were also tested. Based on the reflections on the empirical study, perspectives and recommendations have been presented in the hope of assisting church leaders to engage more meaningfully as catalysts of change in the social transformation of Nigerian society. The theoretical frameworks guiding this study include Robert Osmer‟s practical theological methodology, missional theology as premised on the missio Dei and the pragmatic ecumenical development debate. The study has shown that the persistence of poverty, underdevelopment, corruption and poor leadership in Nigeria are the result of the failure of successive sociopolitical, economic and religious leaders to forge the correct mindset among Nigerians as regards developing human, natural, economic, infrastructural, technological and theological resources within Nigerian society from colonial times to the present day. In an effort to meet these challenges, it is essential that Nigerian development paradigms should seek to incorporate the following elements: the conscientised, responsible self, value for the community and the stewardship of resources while the sustainable transformational approach to social transformation could guide the church‟s social ministry. In line with such an approach, the harnessing of the resources of the church, Nigerian society and the global community through the medium of church leaders should be underpinned by collaboration, innovation, stewardship and values. The aim of such an approach is to encourage individuals, both leaders and followers, as well as institutions and systems, to promote the wellbeing of all humankind and to uphold the created order and institutions/systems. This study found that it is within the power of church leaders in Nigeria to contribute more meaningfully towards ameliorating the condition of Nigerians than they have succeeded in doing thus far.
AFRIKAANSE OPSOMMING: Alhoewel Nigeriese kerkleiers deur middel van opleiding, gesondheidsdienste en ander sosiale dienste baie belangrike bydraes tot die Nigeriese gemeenskap gelewer het, het hulle ‟n minimale uitwerking op die politieke en die ekonomiese sektor gehad. Hierdie sektore is die hoofbron van beleidvorming, infrastruktuurontwikkeling, werkskepping, industrialisering, armoedevermindering en die bestryding van omgewingsgevare. Derhalwe poog hierdie studie, binne die gebied van die teologie en gemeenskapsontwikkeling, om te verduidelik hoe die kerk in Nigerië, deur middel van ontwikkelingsgerigte kerkleierskap, ‟n meer sinvolle bydrae kan lewer tot die sosiopolitieke en ekonomiese hervorming van die postmilitêre (demokratiese) Nigeriese gemeenskap, veral ten opsigte van die armoede, korrupsie en swak leierskap wat so algemeen in die land is. Daarbenewens probeer die studie ook vasstel wat die hoofkomponente van daardie sosialehervormingsagenda behoort te wees. In ‟n poging om te verstaan wat die oorsake van armoede, onderontwikkeling, korrupsie en swak leierskap in Nigerië is en deur middel waarvan hierdie faktore bestendig is, het die navorser toepaslike ontwikkelings-, sosiopolitieke en ekonomiese literatuur aangaande Nigerië en andere bestudeer. Daarbenewens is leierskapstendense van prekoloniale tye tot vandag ondersoek in sowel die globale as die Nigeriese konteks om vas te stel watter faktore tot die ontoereikende leierskap in Nigerië bygedra het en hoe die bestaande tendense omgekeer kan word. Die sosiale en teologiese diskoerse van kerkleiers in die Nigeriese konteks is bestudeer om te bepaal watter bydrae kerkleiers tot die Nigeriese gemeenskap gelewer het. ‟n Empiriese studie van die leiers van die Christian Association of Nigeria (CAN) en die Lagos Presbyterian Church (LPC) (1999–2010) het die navorser in staat gestel om voorstelle te doen in verband met ‟n sinvoller bydrae deur kerkleiers, en ontdekkings uit die literatuurstudie is ook getoets. Op grond van die verspreiding van en besinning oor die empiriese studie word perspektiewe en voorstelle aan die hand gedoen in ‟n poging om kerkleiers te help om meer sinvol op te tree as katalisators in die sosiale hervorming van die Nigeriese gemeenskap. Die teoretiese raamwerke waarbinne hierdie studie gedoen is, sluit in Robert Osmer se metodologie van praktiese teologiese, missionêre teologie soos veronderstel in die missio Dei en die debat oor pragmatiese ekumeniese ontwikkeling.

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Knoesen, Theoniel. "Understanding key events in authentic transformational leadership development : an autoethnographic approach." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96204.

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Thesis (MBA)--Stellenbosch University, 2014.
The purpose of this research study is to understand the impact of key life experiences on the authentic transformational leadership development of the researcher. The document outlines the events that signify the leadership development of the researcher, from his earliest years in the fishing village of Mossel Bay, through to the tertiary years in Cape Town, to where he finds himself working for a Johannesburg Stock Exchange (JSE) listed corporate company. The researcher makes use of autoethnography as a research method. Narratives are used to capture life or to trigger events in a way which enables the researcher to get a better understanding of whom he has become as a leader. The researcher has reviewed positive events, as well as events which had a negative impact on his development as leader, such as the low level of involvement of the father figure during his upbringing. The narratives draw a lot from the experience of being raised predominantly by the mother and how this shaped certain transformational aspects of the researcher’s leadership profile. Furthermore, the narratives also viewed the impact of certain early interactions and experiences in the researcher’s work life which influenced the ethical development of his leadership approach. The researcher concludes with a summary of key themes that emerged during reflection of trigger events and experiences, which he hopes may contribute toward others finding their own leadership profiles.

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Russell, Margaret. "Leadership and followership as a relational process : a case study approach." Thesis, University of the West of England, Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342665.

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Sham, Brenda. "The contemporary role of leadership in organizational transformation a qualitative approach /." Pretoria : [s.n.], 1999.

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O'Shea, Patrick Gavan. "A Different Way of Looking: Application of a Pattern Approach to Understanding Transformational and Transactional Leadership." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26990.

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Prior work in the transformational leadership realm has focused primarily on relations among leader behaviors and various criteria such as subordinate satisfaction and effectiveness. This restrictive focus has limited the degree to which one of Bassâ s (1985a) central arguments can be directly assessed; namely, that optimally effective leaders engage in both transformational and transactional behaviors. In this study, an analytic technique known as the pattern approach was employed to effectively discern which particular pattern of leader behaviors was associated with the highest levels of subordinate satisfaction and commitment. In general, the most effective leaders used a combination of transformational (e.g., stimulating subordinates to think of old problems in new ways; presenting a charismatic and inspirational view of the future) and contingent reward (e.g., providing pay or promotions in exchange for effective subordinate performance) behaviors, coupled with a low level of passive management-by-exception behaviors (e.g., remaining uninvolved until problems emerge). These optimally effective leaders were generally more successful than leaders who used predominantly one (e.g., transformational or transactional) behavioral style.
Ph. D.

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Al-Daraweesh, Fuad S. "A Relational Hermeneutical Approach to Human Rights Education." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1290104730.

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Abbas, Wasim, and Imran Asghar. "The Role of Leadership In Organizatinal Change : Relating the successful Organizational Change with Visionary and Innovative Leadership." Thesis, University of Gävle, Department of Industrial Development, IT and Land Management, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7037.

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The globalization has converted the world into a small global village; a village in which there is an ever high stream of contentions and competitions between organizations. In this scenario the most effective and beneficial maneuver for any organization is to create innovative ways in conducting business. This thesis deals with the role of leadership in the phenomena of organizational change and innovation. The leader as a person in charge or as a change agent can manage an organization or the process of organizational change more effectively and successfully if h/she is capable and competent. Rapid technological advancements, high expectations of customers, and ever changing market situations have compelled organizations to incessantly reassess and reevaluate how they work and to understand, adopt and implement changes in their business model in response of changing trends. Organizational change is a demand of the day, and needed for organizations to survive. Organizations now a days, well understand the importance of the matter, and are serious to prepare themselves not only the current, but also for the future trends to get the level of sustainable success, but Along with all of its implications and importance the process of organizational change is also a very complex and challenging. Research shows that 70 percent of organizational changes fail to get their goals. As leadership has a central role in evolution and cultivating an organization, the process of organizational change demands a very effective and highly competent leadership that is well capable to perceive the most desirable shape of an organization and address the issue of organizational change in most appropriate way. The analysis of literature reviewed and the results of real life cases of organizations which are studied for this thesis shows, that a leadership with the competencies of “Vision” and “Innovative Approach” along with other characteristics can prove more effective to conclude the complex phenomena of organizational change with success. Further the successful organizational change can leads to innovation for organization, which is the key of long term success and sustainability. This thesis as a result proposed a model which is derived from the leadership competencies, organizational change, and sustainable success and innovation literature. This model expresses relationship between successful organizational change and leadership on the basis of h/her characteristics, which are ‘Vision” and “Innovative Approach”. With the help of proposed model this relationship can be viewed graphically.

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Mumbi, Henry. "Shared leadership : an exploratory study taking a stakeholder approach in voluntary organisations." Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/11091.

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The aim of this study is to explore the involvement of stakeholders in the functions of leadership within the context of voluntary organisations in the UK. What is intriguing about the study is that business and management research has focused mainly on ‘vertical leadership’ that stems from an appointed or formal leader as opposed to ‘shared leadership’ that is distributed across the organisation. This study therefore, seeks to advance scholarly knowledge on the phenomenon of ‘shared leadership’ focusing on voluntary organisations taking a stakeholder perspective. A review of the current literature focusing on shared leadership indicates that the definition of shared leadership has converged around numerous underlying dimensions. However, the key distinction between shared leadership and other leadership paradigms is that the influence process emanates from different directions rather than the tradition top to down approach. This study attempts to explore the level of shared leadership at the organisational level in the context of voluntary organisations by employing a pragmatic approach to research. The research involved three phases; Phase 1 is qualitative, Phase 2 is quantitative and Phase 3 is qualitative. The research methods have included semi-structured interviews (Phase 1) with 10 participants, a survey (Phase 2) that had 126 respondents and in-depth interviews (Phase 3) involving 30 stakeholders. The findings suggest that the level of shared leadership in voluntary organisations is relatively high. However, the involvement of the stakeholders has been more on a ‘consultative’ level rather than on a ‘participative’ one. Moreover, the status or position of the stakeholder in the organisation is a significant factor in determining the level of shared leadership. It was revealed that some stakeholders are merely involved in low level activities. The findings of this research have implications on the Human Resource Management in terms of stakeholder engagement in the leadership process.

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Culp, Richard B. "We're members - now what? a theological approach to responsible membership /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Tso, Yun-ping Brenda. "The biographies approach to study primary school headteachers in Guangzhou." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23568768.

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Prax, Patrick. "Leadership behind the Screen : New Theory about Leadership in Online Role-Playing Games." Thesis, Uppsala University, Media and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-98691.

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Purpose/Aim: The aim of this paper is to study how guild leaders in World of Warcraft (WOW) and leaders of real life organizations compare in terms of tasks, every-day experiences, environment, responsibilities and motivation. This comparison is used to build a new theory describing leadership in Massively Multiplayer Online Role Playing Games (MMORPGs).

Material/Method: The paper uses the grounded theory approach to build a new theory. 12 interviews were conducted, six with WOW guild leaders and six with leaders of real life organizations. The Four Capacities Framework and the Leadership Grid were used to analyze and compare the results of the interviews.

Main results: Leadership in MMORPGs is as complex and challenging as real life leadership with the difference that it stresses the internal relationships of the organization very much while neglecting outside relations to a big extend. Guild leadership is in many ways similar to real life leadership as both require long term political decisions, policy setting and good work in the field of human resources. However, it stresses the ability to build working social relationships and to motivate using only digital communication. Some aspects of real life leadership like customer orientation and an organizational instance over the leader like an owner or share holders that the leader is responsible to are not existent.

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Johnson, David. "Exploration of a new conceptualisation of leadership, utilising an appreciative inquiry approach." Thesis, Sheffield Hallam University, 2015. http://shura.shu.ac.uk/16946/.

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Leadership is said to be pivotal to the future of health and social care organisations within the United Kingdom. Organisations across the sector face many challenges and there is an emerging recognition that these challenges are becoming increasingly complex with many problems perhaps being considered as wicked issues. To successfully address these difficult problems takes leadership. Defining this slippery concept has, however, proved problematic. Despite thousands of years of philosophical debate and over one hundred years of academic research, the concept of leadership still appears to defy definition. There are many theories, approaches and models of leadership, often with authentic evidence bases that tell prospective leaders how they should behave. There are often emerging fads or fashions in approaches to leadership. This isn't thought to be of great assistance to busy practitioner leaders working in complex environments. This qualitative study did not seek to identify a new model of leadership, it sought to explore literature in order to discover commonalities in leadership approaches, to develop a new conceptualisation of leadership and then, by utilising an Appreciative Inquiry methodology, explore the relevance of this approach to gain new insights into how leaders within health and social care communities consider that they will lead as they move into a difficult and uncertain future. The study utilised an approach to reviewing literature called Critical Interpretative Synthesis and explored commonalities across definitions of leadership regardless of fashion or fad. From this review four components were identified and called the leadership equation. The leadership equation was used a basis for appreciative inquiry, semi-structured interviews that asked twelve leaders working in health and social care organisations from a specified geographical area how they will lead in the future. The interviews produced data that was thematically analysed and three themes emerged, each supported by a number of sub-themes. In order to lead successfully into the future, leaders will need to consider how they behave in relation to the three themes labelled as Being Human, Being Tough, and Being Visionary. The study seeks to have relevance for practitioner leaders working in health and social care organisations within the United Kingdom. It also seeks to have relevance for academic leadership programme designers who might wish to consider these finding as they design the next generation of leadership development programmes.

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Severan, Debra Devillier. "A Qualitative Approach to Transfer of Training for Managers in Leadership Development." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7570.

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Learning and development (L&D) professionals in a Fortune 500 company were unable to determine whether managers who completed leadership development courses were transferring what they learned to their work practices. The purpose of this qualitative single instrumental case study was to uncover the factors that accelerated or impeded the transfer of training for employees in the workplace. The conceptual framework was social cognitive learning theory with emphasis on the triadic reciprocal causation model. Guiding questions were used to explore 2 areas: (a) how managers described their preparedness to transfer the training to their jobs, and (b) how managers described their perceptions of the transfer of training from the concepts learned in class to practical job application. Data were collected through one-on-one online interviews with 12 managers who had completed a leadership development course. Data analysis included organizing the data; reading them multiple times; developing codes, categories, and themes; and interpreting the findings. Over 90% of the participants stated that they felt prepared to implement the training after the class. However, only half reported a moderate to high level of confidence incorporating the training into their work. A 3-day professional development project was designed to heighten awareness of the benefits of advancing the transference and application of training with a strong focus on driving social change in the workplace through improved interpersonal skills between managers and their direct reports.

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Gonzalez, Milagros. "Teacher Leadership: A District's Human Capital Investment Approach For Elevating Professional Learning." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091626.

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Research shows that providing teacher leadership opportunities has a positive influence on the capacity building of teachers and is an effective strategy to retain effective teacher leaders. Current reform efforts include creating sustainable career pathways that provide teachers the opportunity to grow professionally while leading from the classroom. However, present trends depict low returns on investment from professional learning programs resulting in reduced funding. The purpose of this study was to determine if Miami-Dade County Public Schools (M-DCPS) human capital investment approach in the M-DCPS Teacher LEADership Academy (TLA) strengthens the capacity of teacher leaders to lead professional learning while retaining them in the classroom. An Innovation Configuration Map was used to determine fidelity of implementation to purposively select the study sample. Building administrators, teacher leaders, and teachers from the selected schools completed a nine question Likert scale survey to determine their perceptions regarding the value of the academy. Using semi-structured focus groups, data were also gathered regarding the capacity of teacher leaders to lead professional learning and the impact of the M-DCPS TLA on their decision to lead from the classroom. The findings from the study support and extend the literature on best practices in human capital development regarding teacher leaders who can support and influence teaching and learning for their colleagues through greater involvement in school leadership. We recommend that school districts make an investment in formalizing teacher leader roles that foster collaborative, job-embedded professional learning that is sustained over time to impact teaching and learning.

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Goldfarb, Alexandra Martillo. "Teacher Leadership: A District's Human Capital Investment Approach For Elevating Professional Learning." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091865.

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Research shows that providing teacher leadership opportunities has a positive influence on the capacity building of teachers and is an effective strategy to retain effective teacher leaders. Current reform efforts include creating sustainable career pathways that provide teachers the opportunity to grow professionally while leading from the classroom. However, present trends depict low returns on investment from professional learning programs resulting in reduced funding. The purpose of this study was to determine if Miami-Dade County Public Schools (M-DCPS) human capital investment approach in the M-DCPS Teacher LEADership Academy (TLA) strengthens the capacity of teacher leaders to lead professional learning while retaining them in the classroom. An Innovation Configuration Map was used to determine fidelity of implementation to purposively select the study sample. Building administrators, teacher leaders, and teachers from the selected schools completed a nine question Likert scale survey to determine their perceptions regarding the value of the academy. Using semi-structured focus groups, data were also gathered regarding the capacity of teacher leaders to lead professional learning and the impact of the M-DCPS TLA on their decision to lead from the classroom. The findings from the study support and extend the literature on best practices in human capital development regarding teacher leaders who can support and influence teaching and learning for their colleagues through greater involvement in school leadership. We recommend that school districts make an investment in formalizing teacher leader roles that foster collaborative, job-embedded professional learning that is sustained over time to impact teaching and learning.

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Concepcion, Carmen Silvia. "Teacher Leadership: A District's Human Capital Investment Approach For Elevating Professional Learning." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091829.

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Research shows that providing teacher leadership opportunities has a positive influence on the capacity building of teachers and is an effective strategy to retain effective teacher leaders. Current reform efforts include creating sustainable career pathways that provide teachers the opportunity to grow professionally while leading from the classroom. However, present trends depict low returns on investment from professional learning programs resulting in reduced funding. The purpose of this study was to determine if Miami-Dade County Public Schools (M-DCPS) human capital investment approach in the M-DCPS Teacher LEADership Academy (TLA) strengthens the capacity of teacher leaders to lead professional learning while retaining them in the classroom. An Innovation Configuration Map was used to determine fidelity of implementation to purposively select the study sample. Building administrators, teacher leaders, and teachers from the selected schools completed a nine question Likert scale survey to determine their perceptions regarding the value of the academy. Using semi-structured focus groups, data were also gathered regarding the capacity of teacher leaders to lead professional learning and the impact of the M-DCPS TLA on their decision to lead from the classroom. The findings from the study support and extend the literature on best practices in human capital development regarding teacher leaders who can support and influence teaching and learning for their colleagues through greater involvement in school leadership. We recommend that school districts make an investment in formalizing teacher leader roles that foster collaborative, job-embedded professional learning that is sustained over time to impact teaching and learning.

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Cammarata, Samantha. "Generational differences in South African women’s leadership approach : a life history investigation." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/31621.

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Recent literature shows an increased interest in generational differences among the workforce, particularly in Western societies. This has coincided with a focus on the role of women as successful leaders in the workplace. Despite this, the exploration and understanding of generational differences amongst female leaders in organisations has received limited attention, particularly in the South African context. The main purpose of the study was therefore to explore whether generational differences among women have an influence on how they approach leadership roles in a South African context. The study also sought to examine whether there are differences in gender identity across the generations as a result of socialisation. The study adopted a qualitative, life histories methodological approach to address the research purposes. Semi structured interviews were conducted with nine South African women in leadership positions from both the Baby Boomer and Generation X generational cohorts. The two generational cohorts were selected as they make up the majority of the current workforce while also being more likely, due to their age, of occupying leadership positions. The interviews were recorded and transcribed, and were imported into Atlas.ti for data analysis. The findings indicated that mothers played a dominant role in the socialisation of women, while fathers were significantly less present in the women’s stories. In terms of the effect of socialisation on career and leadership expectations, Baby Boomers were taught that they should be ‘stay-at-home-mothers’ and after having raised their children could then begin their careers. Generation X believed that they could be career women just as easily as ‘stay-at-home-mothers’. Despite both generations favouring a transformational approach to leadership, each generation differed in the way it practiced leadership. Baby Boomers led in a shared, structured and empowering manner, whereas Generation Xs focused on being attentive, unlocking potential, identifying talents of followers, and assisting in the growth and development of followers within their leadership approach.
Dissertation (MCom)--University of Pretoria, 2013.
Human Resource Management
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McCabe, Joyce Belt. "Leadership behavior and job satisfaction of medical technologists : a path-goal approach /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487263399025745.

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Dissertations / Theses on the topic 'Approach to leadership'

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