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Pathway to value-based leadership tr...

Bellon, Emmanuel Okantah.

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Pathway to value-based leadership training: The case of GIMPA.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Pathway to value-based leadership training: The case of GIMPA./
Author:	Bellon, Emmanuel Okantah.
Description:	232 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1629.
Contained By:	Dissertation Abstracts International67-05A.
Subject:	Anthropology, Cultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3215551
ISBN:	9780542665769

Pathway to value-based leadership training: The case of GIMPA.
Bellon, Emmanuel Okantah.

Pathway to value-based leadership training: The case of GIMPA. - 232 p.

Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1629.

Thesis (Ph.D.)--Fuller Theological Seminary, School of Intercultural Studies, 2006.

This study examines the extent to which values influence leadership and how value-based training could be designed to transform and reinforce specific leadership values. The study discusses the definition, nature, and classification of values as well as the valuing process and value communication. Understanding values and their characteristics are paramount to their identification, and subsequently will lead into training for value transformation. In particular, the tripartite theory establishes that values, like other components of culture are learned in three different ways: formally, informally, and technically. Therefore, an instructional design adhering to the tripartite theory would effectively facilitate learning if it is shaped under an integrated system approach to value-based leadership training. An integrated system approach utilizes aspects of cognitive, affective, and experiential learning domains.

ISBN: 9780542665769Subjects--Topical Terms:

735016
Anthropology, Cultural.

Pathway to value-based leadership training: The case of GIMPA.
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245 1 0 $a Pathway to value-based leadership training: The case of GIMPA.
300 $a 232 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1629.
500 $a Adviser: Elizabeth Glanville.
502 $a Thesis (Ph.D.)--Fuller Theological Seminary, School of Intercultural Studies, 2006.
520 $a This study examines the extent to which values influence leadership and how value-based training could be designed to transform and reinforce specific leadership values. The study discusses the definition, nature, and classification of values as well as the valuing process and value communication. Understanding values and their characteristics are paramount to their identification, and subsequently will lead into training for value transformation. In particular, the tripartite theory establishes that values, like other components of culture are learned in three different ways: formally, informally, and technically. Therefore, an instructional design adhering to the tripartite theory would effectively facilitate learning if it is shaped under an integrated system approach to value-based leadership training. An integrated system approach utilizes aspects of cognitive, affective, and experiential learning domains.
520 $a A case study of participants in the GIMPA/EMGL program examines values that prompt effective leadership behavior. The study explores factors that have theoretically shaped the values of respondents over the years through culture and formal education. The methodology enabled a 360-degree research, allowing respondents to interact with their own data results and to suggest relevant ways to transform or reinforce values.
520 $a The conclusion reached in this study establishes that values are critical to effective leadership, and therefore values should be strategically integrated into leadership training. The leadership values discovered in this study to promote effectiveness fall under the following categories: character, relationships, attitude, team leadership, and skill values.
520 $a In order to develop value-based leadership training, it is imperative that curriculum developers follow the steps of identification, categorization of values, and the selection of requisite primary and secondary learning domains in the instructional design. The value-based training process needs to consider contextual factors that impinge on teacher-learner roles and how they could be adapted to instructional design. Leadership training capable of eliciting sustainable transformation needs to be value-based, in order to achieve changes in leadership values and ultimately leadership behavior.
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