Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

This grounded theory study on developing a leadership identity revealed a 6-stage developmental process. The thirteen diverse students in this study described their leadership identity as moving from a leader-centric view to one that embraced leadership as a collaborative, relational process. Developing a leadership identity was connected to the categories of developmental influences, developing self, group influences, students' changing view of self with others, and students' broadening view of leadership. A conceptual model illustrating the grounded theory of developing a leadership identity is presented.

http://www.hci.sg/admin/uwa/MEd8_8631/Readings/Topics%206-8.%20Qualitative%20Research%20Design,%20Data%20Collection,%20and%20Data%20Analysis/Additional%20Resources/Examples_of_Qualitative_Research_Studies/Grounded_Theory_2.pdf

Developing a Leadership Identity: A Grounded Theory.

Eighty-three studies from 1982 to 2001 with formal training interventions were integrated via meta-analytic techniques to determine the effectiveness of interventions in their enhancement of performance, knowledge, and expertise at the individual, team or group, or organizational level. The studies were separated by research design, with the outcome measure of the intervention as the unit of analysis. The effect size for knowledge outcomes ranged from .96 to 1.37; expertise outcomes from .35 to 1.01; and system outcomes averaged .39. Interventions with knowledge outcomes were found to be more effective than in the Burke and Day (1986) meta-analysis, with the most effective interventions using a single group pretest-posttest research design. Methodological and conceptual differences in Burke and Day's meta-analysis on the effectiveness of managerial training make historical comparisons risky. The data suggest that practitioners can attain substantial improvements in both knowledge and skills if sufficient front-end analysis is conducted to assure that the right development is offered to the right leaders.

/pdf/the-effectiveness-of-managerial-leadership-development-4vk5dcqh6v.pdf

The effectiveness of managerial leadership development programs: A meta‐analysis of studies from 1982 to 2001

This article describes a stage-based model of leadership identity development (LID) that resulted from a grounded theory study on developing a leadership identity (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005). The LID model expands on the leadership identity stages, integrates the categories of the grounded theory into the LID model, and develops how the categories of the theory change across stages of the model. The model has implications for working with individuals as they develop their leadership identity and for facilitating groups as they develop empowering environments for shared leadership. Connections to related scholarship and stage-based implications for practice are explored.

A Leadership Identity Development Model: Applications from a Grounded Theory

Drawing on the experiences and perspectives of multiple stakeholders closely associated with diverse types of successful student leadership programs, the purpose of this study was to identify the a...

A Grounded Theory of High-Quality Leadership Programs Perspectives From Student Leadership Development Programs in Higher Education

Are leaders born or made? If the answer is made, then can leadership be taught and learned? These and other similar questions are the focus of this article which reviews the research in both leadership development and education. In addition to the literature review, a clear distinction is drawn between leadership development and education; current theory-building efforts are illustrated; and the paper concludes by proposing future directions in leadership development and education research.

The Making of Leaders: A Review of the Research in Leadership Development and Education

The purpose of this qualitative study was to compare and contrast the leadership major in identified programs from universities in the United States. This was done in an attempt to develop a foundation for the leadership discipline. Utilizing interviews, surveys, websites, and evaluation of school materials as data sources, an initial list of 70 schools was narrowed to 15 upon examination of their academic curricula. A thorough evaluation of these 15 leadership degree programs was then conducted. Noticeable differences included varied school sizes, host departments, and credit hour requirements. Other inconsistencies included the focus of the program, the major scholars evident within the curricula,

Majoring in Leadership: A Review of Undergraduate Leadership Degree Programs

Assessment and evaluation of leadership students is an important aspect of furthering the academic discipline of leadership. Furthermore, assessment and evaluation of leadership programs help groun...

A Comprehensive Approach to Assessing Leadership Students and Programs: Preliminary Findings:

In response to a heightened demand for leaders, there has been a proliferation of leadership development programs throughout the United States Today, there are nearly 600 campuses providing leadership education This article examines leadership development by asking the question: Can leadership be taught? To answer this question, the authors assessed both curricular and co-curricular leadership programs at the Community College of Denver The article illustrates the results of this study in hopes of providing a better understanding of leadership training in higher education

Curt Brungardt

Papers

The Making of Leaders: A Review of the Research in Leadership Development and Education

Majoring in Leadership: A Review of Undergraduate Leadership Degree Programs

A Comprehensive Approach to Assessing Leadership Students and Programs: Preliminary Findings:

Learning Leadership: Assessing Students at the Community College of Denver:

Systemwide collaboration and community service: The Kansas Corps experiment