東華大學圖書館 |

Leadership and Learning Through the Lens of the Leadership Challenge Certified Masters.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Leadership and Learning Through the Lens of the Leadership Challenge Certified Masters./
作者:	Monteverdi, Rachel.
面頁冊數:	1 online resource (254 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
Contained By:	Dissertations Abstracts International84-09A.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30283593click for full text (PQDT)
ISBN:	9798374423808

Leadership and Learning Through the Lens of the Leadership Challenge Certified Masters.
Monteverdi, Rachel.

Leadership and Learning Through the Lens of the Leadership Challenge Certified Masters. - 1 online resource (254 pages)

Source: Dissertations Abstracts International, Volume: 84-09, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2022.

Includes bibliographical references

Although the literature on leadership is abundant and funds spent on leadership training have consistently increased over time, only 13% of organizations report that they have done a quality job with increasing leadership skills. Senior executives asserted that only 11% of leadership development interventions achieved and sustained the desired results (Jian, Xu, Houghton, Kulich, 2021). Building global leadership has been rated as a highly urgent and important need across all levels, in all geographies. This qualitative single-case study was the first in which the experiences and insights of highly trained leadership development experts (LDEs) certified as masters of The Leadership Challenge (TLC) were explored. The authors of the best-selling book, The Leadership Challenge, and developers of the TLC educational workshop began conducting research and teaching in university settings more than 35 years ago. Despite this, empirical research is nonexistent related to the thoughts and practices of experts certified in TLC who increase leadership skills across all levels globally.This study was designed to explore leadership development through three lenses of TLC certified masters (CMs): (a) the personal lens of how LDEs develop themselves, (b) the professional lens of how LDEs evaluate program effectiveness through their participants' growth, and (c) a mentor or consultant lens of LDE's recommendations to new professionals to develop exemplary leadership, learning, and habitual practices. The study implications provide insights into practical ways to target efforts at what works in leadership development. Best practices were gathered from seasoned leaders to suggest actions organizations may take to transfer employee learning to the workplace.Of the 78 CMs listed on the TLC website as of May 2022, 18 participated in this study The four levels of training evaluation in the Kirkpatrick model were used to direct the interview questions to discover whether, and to what extent, TLC CMs use this evaluative framework. An iterative cycle of inductive analysis of more than 450 pages of single-spaced transcripts from participant narratives was triangulated with contextual data, including expert insights and website information. Member checking and subsequent conversations guided the development of 12 major themes.From this research, several unexpected discoveries were made; one being the tension between the Kirkpatrick model and the Leadership Practices Inventory 360 assessment. While TLC CMs have adopted the Kirkpatrick model's four levels of training evaluation, they have added at least two factors to help them with each level. Through qualitative interviewing and questioning in each stage of the process, TLC CMs believe the Leadership Practices Inventory proves that participants have learned and changed behavior to obtain Kirkpatrick's Level 4, results. Another unexpected finding was that TLC CMs develop themselves by engaging in personal reflection. This was surprising as TLC CMs do not teach the practice of personal reflection as it is not included in TLC curriculum. Implications of this study inform professional development practices for LDEs to support teaching, coaching, and facilitating future exemplary leadership practices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798374423808Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Leadership and Learning Through the Lens of the Leadership Challenge Certified Masters.
LDR:04698nmm a2200397K 4500 001 2356312
005 20230612072304.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798374423808
035 $a (MiAaPQ)AAI30283593
035 $a (MiAaPQ)NCState_Univ18402040071
035 $a AAI30283593
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Monteverdi, Rachel. $3 3696792
245 1 0 $a Leadership and Learning Through the Lens of the Leadership Challenge Certified Masters.
264 0 $c 2022
300 $a 1 online resource (254 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
500 $a Advisor: Hessling, Peter ; Warren, Carroll ; Bartlett, James ; Bartlett, Michelle.
502 $a Thesis (Ph.D.)--North Carolina State University, 2022.
504 $a Includes bibliographical references
520 $a Although the literature on leadership is abundant and funds spent on leadership training have consistently increased over time, only 13% of organizations report that they have done a quality job with increasing leadership skills. Senior executives asserted that only 11% of leadership development interventions achieved and sustained the desired results (Jian, Xu, Houghton, Kulich, 2021). Building global leadership has been rated as a highly urgent and important need across all levels, in all geographies. This qualitative single-case study was the first in which the experiences and insights of highly trained leadership development experts (LDEs) certified as masters of The Leadership Challenge (TLC) were explored. The authors of the best-selling book, The Leadership Challenge, and developers of the TLC educational workshop began conducting research and teaching in university settings more than 35 years ago. Despite this, empirical research is nonexistent related to the thoughts and practices of experts certified in TLC who increase leadership skills across all levels globally.This study was designed to explore leadership development through three lenses of TLC certified masters (CMs): (a) the personal lens of how LDEs develop themselves, (b) the professional lens of how LDEs evaluate program effectiveness through their participants' growth, and (c) a mentor or consultant lens of LDE's recommendations to new professionals to develop exemplary leadership, learning, and habitual practices. The study implications provide insights into practical ways to target efforts at what works in leadership development. Best practices were gathered from seasoned leaders to suggest actions organizations may take to transfer employee learning to the workplace.Of the 78 CMs listed on the TLC website as of May 2022, 18 participated in this study The four levels of training evaluation in the Kirkpatrick model were used to direct the interview questions to discover whether, and to what extent, TLC CMs use this evaluative framework. An iterative cycle of inductive analysis of more than 450 pages of single-spaced transcripts from participant narratives was triangulated with contextual data, including expert insights and website information. Member checking and subsequent conversations guided the development of 12 major themes.From this research, several unexpected discoveries were made; one being the tension between the Kirkpatrick model and the Leadership Practices Inventory 360 assessment. While TLC CMs have adopted the Kirkpatrick model's four levels of training evaluation, they have added at least two factors to help them with each level. Through qualitative interviewing and questioning in each stage of the process, TLC CMs believe the Leadership Practices Inventory proves that participants have learned and changed behavior to obtain Kirkpatrick's Level 4, results. Another unexpected finding was that TLC CMs develop themselves by engaging in personal reflection. This was surprising as TLC CMs do not teach the practice of personal reflection as it is not included in TLC curriculum. Implications of this study inform professional development practices for LDEs to support teaching, coaching, and facilitating future exemplary leadership practices.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Teaching. $3 517098
650 4 $a Behavior. $3 532476
650 4 $a Higher education. $3 641065
650 4 $a Adult students. $3 3452383
650 4 $a Communication. $3 524709
650 4 $a Instructional design. $3 3172279
650 4 $a Adult learning. $3 520047
650 4 $a Accountability. $3 3435301
650 4 $a Skills. $3 3221615
650 4 $a Independent study. $3 533388
650 4 $a Adult education. $3 543202
650 4 $a Continuing education. $3 527504
650 4 $a Design. $3 518875
650 4 $a Education. $3 516579
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0745
690 $a 0447
690 $a 0459
690 $a 0516
690 $a 0651
690 $a 0389
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a North Carolina State University. $3 1018772
773 0 $t Dissertations Abstracts International $g 84-09A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30283593 $z click for full text (PQDT)