Browsing by Subject "Leadership development"

Now showing 1 - 4 of 4
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    Effect of Mentoring in a Corporate Environment
    (2009) Schick, Theodore L; Marchel, Mary Ann; Williams, Julia
    This phenomenological study explores the role of mentoring and its effect on leaders and their leadership development in a corporate environment. Implemented in conjunction with a leadership development program, a group of six junior leaders were assigned a mentor. With both mentors and mentees informed of the expectations, mentoring sessions occurred bi-weekly over a period in excess of 90 days. Following the mentoring period, both mentees and mentors were interviewed as to their experience from a personal and professional leadership development perspective.
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    An Examination of how participation in a cohort-based leadership development program for high-potential employees contributes to the development of leaders at a Major Professional services firm in the United States
    (2014-12) Bialek, Tani K. Keenlyne
    This case study examined the leadership development experience of employees who participated in a high-potential leadership development program within a major professional services firm in the Midwest United States. Leadership development is a top priority for many organizations and a critical driver of success. Effective leadership is also recognized as a source of sustainable competitive advantage and greater market value. Despite these compelling factors, the need for developing leaders has been listed among organizations' top concerns for more than a decade. These factors create challenges in developing the talent needed for organizations to remain competitive. As these challenges converge they intensify the need for well-planned, consistent, and rigorous development of high-potential talent. These needs support the call for a greater understanding of how participation in a cohort-based leadership development program contributes to high-potentials' development as leaders.
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    Minnesota Principals Academy Evaluation Report
    (Center for Applied Research and Educational Improvement, 2010-03) Gordon, Molly; Peterson, Kristin; Wahlstrom, Kyla; Berman-Young, Sarah; Diggles, Kim; Klingbeil, Dave; Rickers, Susan; Werner, Jessica
    The purpose of the Minnesota Principals’ Academy (MPA) is to create a statewide network of district and charter school leaders who are motivated and have the skills to create and sustain schools in which all students are on the path to college readiness by the end of high school. Using the National Institute for School Leadership (NISL) model, the MPA enables cohorts of practicing principals to implement leadership best practices from education, business, military and other fields to work on behalf of their students and schools. The MPA is designed after the NISL train-the-trainer program, and is delivered in two and three-day segments that span over the course of one year. The program’s curriculum combines face-to-face instruction in workshops, seminars, and study groups using interactive Web-based learning. The CAREI evaluation team collected several forms of data in order to assess the degree to which the Minnesota Principals Academy (MPA) met program goals. Data included: (1) observations of MPA units, (2) an online survey of principals; (3) an online survey of teachers; (4) phone interviews with principals; and (5) phone interviews with training facilitators. In addition, the CAREI team analyzed participant evaluations of MPA units that were administered by program coordinators.
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    Structuring synchronicity: mentoring as a component of leadership development programs in higher education
    (2014-04) Bonebright, Denise Annette
    The need to develop a pool of well-qualified future leaders is a key concern for human resource development scholars and practitioners in higher education. Research indicates that formal leadership development programs are most effective when they are based on experiential models. Mentoring is one experiential component that can enhance such programs by providing context, opportunities to develop and practice leadership behaviors, and assistance with career decision making.This study was a qualitative case study of a leadership development program, the Minnesota Partnership for Executive Leader Development, which included a variety of mentoring options. Two units of analysis were embedded in the case. By examining the program from the viewpoint of the sponsoring organizations and individual participants, the study sought to understand the organizational intent for mentoring and how it was experienced by the cohort members. Findings indicated that mentoring is most effective when activities occur within a formal structure that is grounded in a clearly articulated set of program goals and expectations and when the activities take into account the individual needs, circumstances, and experiences of the program participants. The research related to design of formal mentoring programs is limited. This study added to the literature by proposing a definition of mentoring, identifying mentee characteristics that may influence mentoring outcomes, and proposing mentoring strategies that may be appropriate for meeting specific types of program goals. Results can be used to inform development of similar mentoring programs within higher education.