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Emergent Leadership Development: A N...

Johnson, Elaine.

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Emergent Leadership Development: A New Model of Generative Growth and Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Emergent Leadership Development: A New Model of Generative Growth and Learning./
Author:	Johnson, Elaine.
Description:	200 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	Management. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708051
ISBN:	9781321829792

Emergent Leadership Development: A New Model of Generative Growth and Learning.
Johnson, Elaine.

Emergent Leadership Development: A New Model of Generative Growth and Learning. - 200 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--The Chicago School of Professional Psychology, 2015.

This research sought to fill a gap in the existing leadership literature, which is primarily based on a reductionist paradigm, positioning leadership development as the sum of individual learning experiences. As most leadership development practices are informed by current management theory, this study challenged the efficacy of traditional learning methodologies based on behaviorally-oriented competency models. By framing leadership as a relational process of mutual influence that enables emergent outcomes, this study sought to answer the questions: How does leadership develop naturally? And, what are the best methods for promoting informal, ongoing leadership development in organizations? In depth qualitative interviews were conducted with a group of ten leaders and analyzed using interpretive phenomenological analysis. Five superordinate themes were identified through the interviews: developing a leader identity, influencing without formal authority, supportive relationships, continuous learning, and recognizing relational interdependence, which support the core assumptions proposed in the ELD model. Based on these findings along with a comprehensive review of current leadership literature, it is evident that traditional leadership development processes aimed at building concrete skills are insufficient for creating collective organizational effectiveness, and encouraging the emergence of informal leadership in non-managerial roles. This research study calls to action alternative methodologies that promote more emergent and collaborative learning outcomes that occur within the context of daily interactions.

ISBN: 9781321829792Subjects--Topical Terms:

516664
Management.

Emergent Leadership Development: A New Model of Generative Growth and Learning.
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500 $a Adviser: Connie Fuller.
502 $a Thesis (Ph.D.)--The Chicago School of Professional Psychology, 2015.
520 $a This research sought to fill a gap in the existing leadership literature, which is primarily based on a reductionist paradigm, positioning leadership development as the sum of individual learning experiences. As most leadership development practices are informed by current management theory, this study challenged the efficacy of traditional learning methodologies based on behaviorally-oriented competency models. By framing leadership as a relational process of mutual influence that enables emergent outcomes, this study sought to answer the questions: How does leadership develop naturally? And, what are the best methods for promoting informal, ongoing leadership development in organizations? In depth qualitative interviews were conducted with a group of ten leaders and analyzed using interpretive phenomenological analysis. Five superordinate themes were identified through the interviews: developing a leader identity, influencing without formal authority, supportive relationships, continuous learning, and recognizing relational interdependence, which support the core assumptions proposed in the ELD model. Based on these findings along with a comprehensive review of current leadership literature, it is evident that traditional leadership development processes aimed at building concrete skills are insufficient for creating collective organizational effectiveness, and encouraging the emergence of informal leadership in non-managerial roles. This research study calls to action alternative methodologies that promote more emergent and collaborative learning outcomes that occur within the context of daily interactions.
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