Dissertations / Theses on the topic 'Organizational behavior Multicultural education'

As more people gravitated to the city, urban areas in the United States became increasingly diverse, yet the Church missed the opportunity to reach these multicultural cities. Though there were efforts at designing a core curriculum for cultural adaptability training, there was a lack of data supporting its effectiveness.

Much of the Church’s response to the urbanization focused on cross-culturalism with the view of urban communities as mission fields. Literature revealed that cultural adaptability and cultural intelligence were needed skill sets for the workplace. Faith organizations that routinely worked among cross-cultural populations needed to ensure that their staff received proper training in cultural skills before leaving for the field.

This research centered on a small study of urban missionary candidates from World Impact. The quantitative approach followed a methodology that was exploratory, rather than hypothesis, driven. The design used a survey tool called the Cross Cultural Adaptability Inventory. The tool utilized a Likert scale and rating scale questions, as opposed to open or closed question surveys.

In determining acceptable levels of cultural adaptability in missionary candidates, this study found evidence of notable increases in adaptability as a result of training. Additionally, cultural adaptability in relation to demographics was validated. However, the linear combination of demographics predicting cultural adaptability was not found.

Literature supported the lack of consensus on the direction of cultural adaptability studies. The expectation of this study was that organizations would take a deeper look at how they were conducting cultural adaptability training. The data gathered from this research project led to the recommendation for continued study on the individual components of cultural adaptability, including additional occupations and pretesting as a best practice prior to post-testing.

This research explored the topic of team building for a multicultural team and investigated the impact on group cohesion. The participants were members of a work group, each of a different nationality. Review of existing literature revealed a list of team building elements most suited for the multicultural context. A team building program incorporating those elements and customized for the participant group was designed and implemented. Pre and post survey data showed no significant difference in group cohesion, although there was a slight increase in the score for task cohesion. Qualitative interview data, however, suggested a positive impact on group cohesion, with the impact perceived to be greater on task cohesion than social cohesion. Elements of the team building program that were found to be the most impactful were: it provided an opportunity to generate a deeper awareness of others, it provided an opportunity to generate deeper self-awareness, it provided a platform for team collaboration, and it contained fun and interesting activities.

Higher education leaders have a unique position of power and influence that can span generations (Clawson, 2009). Previous research discovered emotional intelligence to be the single biggest predictor of performance in the workplace and strongest driver of leadership and personal excellence (Bar-On, 1997; Brown, 2009; Goleman & Boyatzis, 2008; Zeidner, Matthews, & Roberts, 2012). Play develops sensing capabilities for teamwork, self-awareness, empathy, trust, and compassion, which inform development of emotional intelligence. Exploring the influence of play in developing emotional intelligence fills a void in existing research. This explanatory sequential mixed methods study sought to discover the power of play in developing emotional intelligence in higher education leaders and the resulting impact on their ability to develop and lead emotionally intelligent teams in creating a high-performing organization. Research questions focused on assessing individual emotional intelligence, team emotional and social intelligence, the meaning of the power of play and its impact in developing emotional intelligence, personal play history descriptions, power of play in developing emotional intelligence (individual and team), and describing emotional intelligence skill level and its impact on personal leadership success. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), Team Emotional and Social Intelligence (TESI), and personal play history narratives (gathered with five researcher-designed questions) were the instruments used. The study was conducted with the eight members of the University Cabinet of a private, Liberal Arts university in the Midwest. All eight members fully participated in the research, with honest and oftentimes personal responses, providing rich data for examination. Participants expressed a high level of awareness of the value of play over a lifetime to maintain good physical and psychological health. They also were able to make direct linkages to their play experiences in developing their individual and team emotional intelligence skills. Finally, a common desire was expressed to grow emotional intelligence skills, integrate play more into the work environment, and build the high performing, playful, and healthy organizational culture they desire. The contribution this study makes is important to allow future researchers to gather and examine additional evidence to support the relationship between play, emotional intelligence skill development, and leadership success.

This study investigated the construct of the learning organization, providing a qualitative analysis of how learning occurs in financial organizations through the lens of Marquardt’s (2011) Systems Learning Organization Model. Data were gathered through five methods: the Learning Organization Profile survey, with 63 participants; document review; observation; focus groups with 10 participants; and one-on-one interviews with 10 participants.

Five conclusions were drawn based on the evidence gathered. (1) In a highly regulated financial institution, employees engaged in learning activities beyond the compliance and job-required training. (2) Organizational learning capability was increased through implementation of cross-functional programs and encouragement of informal dialogue across departments and multiple levels of management. (3) The leadership encouraged employees to create partnerships within and outside of the organization. (4) The financial organization was driven to innovate by reviewing customer/employee feedback, by monitoring trends outside the organization, and by examining changes mandated by new laws. (5) The organization used adaptive computer algorithms to enhance learning and on-the-job performance. Future research is needed to continue explore learning organizations and ways to modify existing learning organization models to capture the complexities of today’s business environment.

The purpose of this study was to add to the knowledge on the value of professional communities of practice as a performance improvement intervention. Value was defined as the awareness of the benefits and outcomes, provided as improvement in a tangible or intangible way, that positively impact organizations and/or individuals and their personal and professional environment. The problem with the research on the topic of the perceived value of participating in a professional community of practice was the accessibility of information. Previous studies yielded results that professional communities of practice provide value to an organizational environment. However, there was limited information on how individual community members described value in a tangible way. This performance improvement research study answered the question, how do members of a professional community of practice describe their perceived value from participating? This single-case, explanatory, qualitative case study provided rich descriptions of members’ experiences of their (a) expectations when joining, (b) benefits realized from participating, (c) outcomes received due to participation, and (d) contributors to benefits and outcomes of perceived value from participating in a professional community of practice. The population was members of Toastmasters International, a learning professional community of practice. The sample groups were obtained from 2 sources: prerecorded Toastmasters International member testimonials published on www.toastmasters.org, and purposeful sampling of select tenured Toastmasters members who would be able to answer the research questions due to their experiences in the Toastmasters program. The data analysis included an innovative use of Thomas Gilbert’s behavior engineering model. Whereas the model is normally used to find deficiencies that are hindering performance, for this case study, it was used to find the success factors that contributed to performance improvement. The answer to the research question could be summarized into two categories of findings. Research findings were that (a) members were able to evaluate their own participation as it pertained to tangible, quantifiable improvements in their performance (evidenced by 41% of the 49 participants’ ability to articulate outcomes) and (b) the motivators of participation that resulted in value and personal improvement as defined by the individuals were nonquantifiable elements such as recognition and external opportunities, and benefits beyond their initial expectations. This research could be useful for other formal and informal communities of practice to evaluate value in their organizations.

Research has clearly defined the issue of nursing student incivility, with evidence that uncivil encounters are on the rise and occurring on a routine basis. The rise in incivility among nursing students is causing great concern for nurse educators and administrators alike. For this reason, it is necessary to determine the reason why the issue persists, despite efforts to manage it. This mixed-methods convergent parallel design study examines the relationship between the coping responses and perceptions about nursing student incivility among nurse educators in the southern region of the United States. The Transactional Model of Stress and Coping (Lazarus & Folkman, 1984) forms the foundation of the study, which seeks to determine whether there is a correlation between the appraisals of stressful situations, like incivility, and the activation of coping responses. The model posits that individuals conduct a primary appraisal of the threat associated with a stressful encounter. If the encounter is deemed to be threatening, a secondary appraisal takes place to determine which coping response would best alleviate the stress. When no coping response is activated, no action is taken. Nurses are known to use negative coping responses like conflict avoidance when faced with stressful encounters; therefore, the chosen coping responses of nurse educators could be propagating the issue of nursing student incivility.

Millennials are rapidly taking leadership positions, but few research studies have focused on Millennials in leadership roles, particularly focused on the shaping of their leadership styles existed. Therefore, this study filled a void in both generational and leadership theories. The purpose of this qualitative, phenomenological study was to explore how Millennials, as leaders in a Florida financial services corporation, described, and reflected on the workplace experiences that helped shape their leadership style. A purposive sampling of nine millennial participants in leadership roles, answered two research questions: How do Millennials describe the workplace experiences that may have their current leadership style? and how do Millennials interpret the workplace experiences that may have shaped their current leadership style? Two semistructured interviews captured data from each of the nine participants resulting in 18 transcripts. The hermeneutic circle was used to analyze data through a holistic reading, a selective reading, and a detailed line-by-line reading while making reflective notes on the transcript. Themes consisted of development, feedback, mentoring, and learning to answer question one and the reciprocal themes, developing others, giving feedback, mentoring others, and instilling learning answered question two. Additionally, findings consisted of strong servant leadership characteristics, and three traits that were important to them as leaders; honesty, openness, and transparency. Although generalizations in this type of study are not possible, additional studies around millennial leaders and the shaping of their leadership styles are warranted.

Purpose: The purpose of this thematic, mixed-methods case study was to identify and describe the behaviors used by exemplary chief executive officers of engineering technology organizations to create personal and organizational meaning for themselves and their followers through the five variables of character, inspiration, relationships, vision, and wisdom. Additionally, followers were surveyed to determine the degree to which they perceive the behaviors related to character, inspiration, relationships, vision, and wisdom help to create personal and organizational meaning.

Methodology: Exemplary chief executive officers of engineering technology organizations were interviewed to determine their perception of which behaviors they utilize to employ character, inspiration, relationships, vision, and wisdom to bring meaning to their lives, their followers, and the organization. Followers completed electronic surveys delivered to them by email.

Findings: There has been significant research done on leadership skills, traits, and behaviors, as well as on meaning; however, there is a gap in the literature describing the behaviors used by exemplary chief executive officers of engineering technology organizations when employing the five variables to bring meaning to themselves, their followers, and the organization. The review of literature revealed the importance of character, inspiration, relationships, vision, and wisdom as leadership skills and in building personal and organizational meaning. The study revealed that exemplary leaders create meaning for themselves, their organizations, and their followers through behaviors that exhibit positive character, inspiration, relationships, vision, and wisdom. Of these five variables, relationships, vision, and character were the most-cited behaviors in creating meaning.

Recommendations: Further research is advised by replicating the study in other engineering technology organizations. Further research is advised by researching female chief executive officers in engineering technology organizations.

Conclusions: By identifying and describing the behaviors associated with character, inspiration, relationships, vision, and wisdom by exemplary chief executive officers of engineering technology organizations, researchers can provide information to leaders, trainers, and organizations so that best practices may be developed to benefit all leaders, their followers, and the organizations in which they work.

It is increasingly being recognized that students are not developing all the skills in school that employers need. Much of this skill gap stems from students not developing soft skills such as the ability to communicate, form interpersonal relationships, and act professionally. This is a problem for students because it limits their employability, a problem for employers because it limits the capabilities of the emerging workforce, and a problem for educators because it limits the practical value of the degree programs they offer.

While soft skills are difficult to develop in the classroom, it is known that internships provide an effective alternative. However, the nature of internship experiences that develop interns’ soft skills has been largely unexplored. Therefore, the purpose of this basic qualitative study was to explore the research question: What is the nature of internship experiences that develop interns’ soft skills? Sub-questions included: (a) What internship experiences contribute to interns’ soft skill development? and (b) How do these internship experiences develop interns’ soft skills?

To investigate these questions, data for this study was collected through semi-structured interviews with a diversity of 19 research participants engaged in internships at a large scientific and cultural organization. Based on a review of experiential learning, internship, soft skill, and experiential learning theory literature, questions posed to participants were specifically designed to explore a variety of factors relevant to the research question of this study. These factors included communication, relationships, professionalism, mentorship, biography, context, sensation, reflection, comprehension, and action.

Based on analysis of the data, this study offered three principal conclusions. (1) interns develop soft skills when they interact, relate, and are professional with others; (2) interns develop soft skills by pushing boundaries, reflecting with mentors, being motivated, and repeating action; (3) the nature of internship experiences that develop intern soft skills is their capacity to offer a full range of opportunities to practice soft skills.

Mind mapping is a communication tool that has been around for decades though it is rarely discussed as a tool for facilitating organizational change. It is possible for this underutilized communication tool and the ever-present challenge of organizational change to work in harmony on a more consistent basis. This exploratory research asked Change Leaders and Change Participants about their current mind mapping usage or experience, and requested their input on the use of mind mapping for organizational change efforts. There were 76 Change Leaders and 11 others who self-described themselves as Change Participants who responded to a virtual data collection process. Overall change readiness levels were predominantly at the moderate level, 37% of Change Leaders and 45% of Change Participants, an encouraging statistic for organizations considering change. Respondents reported that mind mapping is mostly used as a personal tool for organization, planning events, setting goals, and writing papers. Change Leaders (n=20) who reported using mind mapping professionally, commented they used it primarily for communication and collaboration, and project and systems planning and design. Specific practices included coaching, clarifying objectives, evaluating and monitoring projects, assessing lessons learned, redesigning curriculum, realigning resources, setting expectations, objectives and goals, and establishing timelines. One study conclusion was that these change practitioners understood how change is inevitable, and indicated their willingness to actively participate. This makes it important for organizations to capitalize on change participants’ knowledge and enthusiasm to enable successful change and enhance employee well-being. Concluding that attitudes, behaviors, and feelings toward change vary based on the role one plays, Change Leaders can benefit from the efforts of Change Participants by simply respecting their role and knowledge and involving them in the entire process, from planning to implementation. It is a foregone conclusion that communication is essential for any change process regardless of what specific tool is used, but the importance of selecting an appropriate method(s) based on the situation, message, and the recipients is critical. Using mind mapping as a change management tool specifically designed for certain aspects of organizational change is highly recommended, as it allows for both linear and non-linear communication.

Keywords: mind mapping, organizational change, Organizational Change Readiness Assessment, OCRA, visual communication

The role of entrepreneurship and innovation in K–12 education continues to evolve. As more reform efforts come and go, it is clear that little has changed despite billions of dollars invested in these efforts. Education leaders are being asked to leverage entrepreneurial and innovative solutions to transform the K–12 education environment to meet the needs of a modern society and workplace. Consequently, there is an urgent need to expand the boundaries of possibilities for improving public education. Identifying the essential practices of executive education leaders is of particular importance to K–12 education which is under increasing pressure to provide better equity of resources, do more with less, close the student achievement gap, and prepare students for a future where most jobs have yet to be defined. To meet this challenge, executive education leaders must leverage and implement key entrepreneurial and innovation practices. The purpose of the study was to identify and understand the practices of executive level leaders in California County Offices of Education. The study was designed using the Delphi method approach of identification, shared evaluation, re-evaluation, and finally consensus among the executives to identify the essential entrepreneurial and innovation practices of education leaders. At the conclusion of the process, 15 executives identified 13 opportunity recognition, leadership, and staff practices they believe to be essential to support entrepreneurship and innovation in education. The 2 opportunity recognition skills were: (a) collaboration, (b) future-focus. The 8 leadership practices were: (a) articulate vision, (b) promote healthy organization culture, (c) flexibility, (d) life-long learning, (e) relationship building, (f) actively seek opportunities, (g) decisive. The 3 staff practices were: (a) trust, (b) flexibility, (c) drive. A key finding of the study was the identification of 3 overarching practices spanning opportunity recognition, leadership, and staff: (a) collaboration, (b) flexibility, and (c) future-focused. The essential practices identified in this study assist leaders in strengthening and transforming education organizations. By focusing on the identified essential practices, leaders are able to meet the challenges and complexity evident in today’s K–12 education environment, and create organizations where entrepreneurship and innovation can thrive in support of student learning.

This study examined the nature and impact of supervisor support on employee job satisfaction among fundraising staff within higher education. Sixteen fundraisers working in higher education institutions were interviewed about supervisor support for fundraiser task needs and personal needs, participant job satisfaction and supervisor impact on it, and participant intention to stay in their jobs and the field. Participants reported satisfaction with their supervisors’ task-related and personal support, high job satisfaction, and strong intentions to stay in their jobs and the field. Key mechanisms of supervisor support included aiding employee growth and development; accelerating and facilitating task completion; being caring, accessible, and communicative; and empowering employees. Doing meaningful work and attaining career achievement and growth also enhanced their job satisfaction. Factors increasing their stay intentions included their sense of achievement at work, rewards, and positive relationships. Suggestions for practice and continued research are offered.

This phenomenological study examined how 10 leaders from one government agency described their experience in an action learning process that focused on the open-ended question and no group dialogue and how this experience resulted in transformational leadership behaviors. This study used Mezirow's (1991) transformative learning theory, transformational leadership theories (Bass, 1985; Kets de Vries, 1994; Sashkin, 1988; Yukl, 2010; Burns, 1978; Kouzes & Posner, 1987; Tichy & Devanna, 1986), and a modified action learning process modeled after Marquardt's (2004) framework as the context for the study. A phenomenological approach of interviews (Moustakas, 1994) was used to understand the participants' experience. The interviews were coded and analyzed using Atlas.ti analytic software. Two coresearchers coded and confirmed the findings.

The action learning process of open-ended questions and no group dialogue allowed each participant to present challenges and to hear different perspectives in the form of questions. The study revealed 12 findings in three broad areas. The action learning process findings revealed that organizational, individual, and program context created the conditions and influenced the degree to which participants experienced transformative learning; The learning findings revealed that all participants learned from the different perspectives; however, not all participants experienced transformative learning. The leadership findings indicated that participants who experienced all or some of the elements of transformative learning developed transformational leadership behaviors.

This study contributes to both theory and practice. First, it identifies the role of open-ended questions accompanied by limited dialogue in creating the conditions for self-awareness and transformative learning. Second, the study provides practical information on how to foster transformational leadership development and create interacting networks within an organization as a way to address leadership challenges through diverse perspectives. Third, this study highlights the use of peer-to-peer learning in fostering learning and leadership. Finally, it provides the basis for developing a framework of questions that address key transformative learning elements and transformational leadership behaviors.

The number of adult students requiring and engaging in postsecondary education is overtaking the number of those entering college through traditional pathways. Adult students value institutions that provide low cost, flexible, supportive, and accelerated degree completion pathways. State comprehensive universities (SCUs) are attractive to adult students for their affordability, convenience, and wide range of offerings. These institutions, therefore, have the potential to greatly expand attainment for adult students; yet only 35 percent of SCUs have adult students representing more than a quarter of their total enrollment. The purpose of this study was to contribute additional research to better understand how SCUs can expand offerings to attract and serve more adult students as a strategy to increase degree completion in their states. The study was based on the proposition that successful and integrated adult student programs and services are a natural outgrowth of institutions whose mission and culture are supportive of adult students. To develop an effective adult student service delivery program, change agents must take into consideration the unique sensitivities and organizational culture, structure, and change characteristics of the institution. This case study examined three different SCUs that maintain a dual mission of serving adults alongside traditional students: Austin Peay State University (TN), Portland State University (OR), and Northern Arizona University (AZ). The study explored key contextual elements and change strategies useful in developing and assessing initiatives, interventions, and curriculum that strengthen degree completion pathways and provide comprehensive support services for adult students. The study uncovered similarities, and distinctions between the cases and the challenges, barriers, and gaps that persist as these institutions work to improve student success outcomes for their adult learners. This research analyzed each university’s cultural and leadership orientation using Bolman and Deal’s (2013) organizational framework. Case findings can aid traditional student-focused public universities seeking to better understand conditions, characteristics, and strategies useful in sustaining adult student programs and services.

The global marketplace, with its complexity, immediacy, and ubiquitous disruptions places almost impossible demands on its leaders and its leadership ranks. For many years, a top, perennial contender for the “what keeps CEOs up at night” list has been a severe lack in both the quantity and quality of effective leaders. The war for talent has been figuratively bloody and literally protracted. Leadership development and coaching modalities abound, but demand appears to be much greater than the supply of effective and measurable solutions. Nowhere does there appear to be a scalable approach to accelerate into this demand curve.

This descriptive phenomenological inquiry explores the lived experiences of 16 leaders who participated in an experimental Facilitated Peer-group Coaching experience (FPC). FPC is a coaching methodology where participants work on both their own leadership development and the development of their peers. Participants learn to coach and develop each other with the assistance of a trained facilitator. Subjects in this study responded to 20 face-to-face interview questions designed to identify their thoughts, perceptions, feelings and perspectives. The findings and conclusions of this study revealed five developmental fields that catalyze and empower leadership growth. These fields include creating community, self-exploration and illumination, the community mirror, leadership development, and organizational business results. Those fields comprise an ecosystem that presents opportunities for global organizations, coaches and coaching organizations, and academic scholarship.

Nursing leadership has important implications for the direction of professional nursing and transforming the future of healthcare. Nursing leadership is essential in healthcare organizations and nursing education and is vital to improving healthcare for better patient outcomes and strengthening nursing education. Current nursing leaders’ behavior may influence the entrance of staff nurses to take leadership positions. This qualitative study explored the behaviors of nursing leaders that affect a staff nurse decision to pursue professional development, academic growth, and organizational commitment. Kouzes and Posner’s model of transformational leadership provided the framework for this study. With institutional review board approvals and participant consent, face-to-face interviews were conducted with 17 staff nurses at an acute care facility in the southern United States. Interview transcripts were reviewed and coded for emerging themes. Content analysis revealed the following themes: encouragement, support, fairness, communication, positive attitude, leading by example, and good work relationships as positive attributes of nurse leaders that influence a nurse’s decision to pursue professional development, academic growth, and organizational commitment. Less favorable indicators were stress, favoritism, work-life balance, and negative attitudes as hindrances to the nurses’ pursuit of professional development, academic growth, and organizational commitment.

The purpose of this qualitative exploratory case study was to examine the significance of participation in a six-session innovation training program on participants’ perceived creative behaviors in a military research and development organization in eastern Maryland. This study included an introduction and background of the problem, thorough literature review, declaration of design and methodology, data collection and analysis, and presentation of the findings. Data collection included an online qualitative survey of past program participants, theoretical literature, and innovation training course materials. The survey responses showed evidence through individuals’ perceptions, beliefs, and lived experiences that may encourage leadership to utilize innovation-training programs and similar creative behavior training to improve organizational culture, communication, and experience. Four common themes emerged through data analysis relative to influencing creative behaviors as follows: Essential to Innovation, Applicable to Daily Activities and Organization, New Skills and Methodologies Learned, and Significant Perceptions and Beliefs. These themes were analyzed to formulate responses to the guiding research questions of this study. The data presented in this study has shown the potential value of innovation training by presenting both positive and negative outcomes, allowing leaders to understand current issues with organizational creative behaviors, and the potential opportunity to bolster these behaviors through innovation training. Organizational leaders have an opportunity to potentially utilize innovation training as a means of reinforcing or improving the quality and productivity of organizational innovative projects through enhancing individual perception in areas including critical thinking and problem solving, communication, collaboration and team building, and creativity and innovation.

The current study contributed to an understanding of the relationship between leader, follower, and organization by exploring the interactions between multi-factor models of servant leadership, destructive leadership, and employee engagement. The sample consisted of 107 self-identified employees of the service industry in the United States. Analysis included the calculation of correlation coefficients and multiple linear regression. The results indicated that servant leadership and destructive leadership are not antithetical. There was no significant relationship between courage and subordinate-directed behaviors and only forgiveness and accountability had negative relationships with organization-directed behaviors. It appeared that transparency limits opportunities for destructive leadership as the absence of empowerment and forgiveness predicted subordinate-directed behaviors, and the absence of accountability and forgiveness predicted organization-directed behaviors. Followers are engaged when provided with latitude and honest feedback regarding performance. Forgiveness was the only exception in a set of positive correlations between the factors of servant leadership and employee engagement. The servant leadership factors of empowerment, courage, authenticity, and forgiveness predicted the factors of employee engagement. The lack of significant relationships between destructive leadership and employee engagement indicate that destructive leadership can be persuasive rather than abusive. To be effective, the servant leader must provide the follower with both support and challenge to achieve positive, long-term developmental goals.

This dissertation is a qualitative inquiry that explores and pinpoints those exact communication strategies in leadership communication that enable higher educational leaders in sustaining their positions. This study was initiated with the intent to lay out the foundational literature on the content of communication that is utilized by higher educational leaders on a daily basis to achieve their departmental and institutional goals. For this purpose, communication was the core idea of focus, pertaining to which, verbal and non-verbal skills of leaders were explored. From the notion of communication and upon further investigation of communication literature, theory and leadership studies posit persuasion and trust as two prime components of leadership communication, without which, a leader’s functionality would be greatly mitigated. Therefore, the three main constructs that this study examined are communication, persuasion, and trust. This study was strongly driven by the motive to explore the utilization of those specific communication strategies that enhance persuasion and trust among higher education leaders and their staff and colleagues. The method of inquiry was in-depth, face-to-face interview protocol that enabled the researcher to formulate carefully worded interview protocol questions that were meticulously sequenced and worded to extract the lived communicative experiences of its participants. From this point, thematic coding was utilized to code the responses of the participants and draw out the common themes that emerged across all interviews. The results of this research are comprehensive and contribute to the existing base on communication literature. This research brought forth the pivotal role of relational communication in facilitating leadership, the need for all leaders to make conscious efforts in choosing their verbal and non-verbal communication strategies meticulously in their daily professional lives, and the indispensable role of persuasion and trust in dynamic leadership communication.