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Changing practices, transforming par...

California Institute of Integral Studies.

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Changing practices, transforming paradigms: An appreciative approach to developing integral leaders.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Changing practices, transforming paradigms: An appreciative approach to developing integral leaders./
作者:	Stoneham, Donna.
面頁冊數:	528 p.
附註:	Adviser: Elizabeth Kasl.
Contained By:	Dissertation Abstracts International70-04A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3354492
ISBN:	9781109120936

Changing practices, transforming paradigms: An appreciative approach to developing integral leaders.
Stoneham, Donna.

Changing practices, transforming paradigms: An appreciative approach to developing integral leaders. - 528 p.

Adviser: Elizabeth Kasl.

Thesis (Ph.D.)--California Institute of Integral Studies, 2009.

The purpose of my research was to experiment with strategies for leadership development that offered high potential for transforming a leader's way-of-being and then document the impact of these learning strategies. I designed a program that integrated appreciative, integral, and transformational theories to foster the development of a more holistic, integral, and appreciative leadership paradigm though the practice of new ways-of-being. I created a model that translates Appreciative Inquiry from the context of organizational change to individual development and anchored group learning with individual Integral Coaching and learning debriefs.

ISBN: 9781109120936Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Changing practices, transforming paradigms: An appreciative approach to developing integral leaders.
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502 $a Thesis (Ph.D.)--California Institute of Integral Studies, 2009.
520 $a The purpose of my research was to experiment with strategies for leadership development that offered high potential for transforming a leader's way-of-being and then document the impact of these learning strategies. I designed a program that integrated appreciative, integral, and transformational theories to foster the development of a more holistic, integral, and appreciative leadership paradigm though the practice of new ways-of-being. I created a model that translates Appreciative Inquiry from the context of organizational change to individual development and anchored group learning with individual Integral Coaching and learning debriefs.
520 $a I selected this research topic because the world is calling for paradigmatic shifts in leadership, but in order for this to occur, paradigmatic shifts in personal epistemology must come first. We need leadership development programs that provide theoretical and practical opportunities to explore those paradigm shifts and support leaders in embodying those changes. My program created an integral dialectic, which is one response to that need.
520 $a My multi-case study research explores the following question: What is the impact of a leadership development program, grounded in the theory and practice of Appreciative Inquiry and Integral Coaching, on building a leader's capacity? My case study documents the impact of the leadership development intervention on ten health care leaders from across the United States; five participants from a public workshop and five from an intact team. I have provided a rich description of the capacities participants developed and the changes they experienced in their lives and leaderships as a result of the program.
520 $a My research generated five key conclusions about leadership way-of-being and the program structures that help create it, namely that it: (a) is most effective when it is integral and holistic; (b) is most powerful when it focuses on strengths, is appreciative, authentic and generative; (c) evolves through the respectful and nurturing interplay of relationships with self, with others and with the transcendent; (d) is most effectively developed through developmental learning interventions that provide mechanisms for personal accountability and anchor learning over time and (e) is more likely to be integrated and acculturated through shared support in a long-term learning group.
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