An evaluation of a leadership development program
| dc.contributor.advisor | Edwards, S.D. | |
| dc.contributor.author | Msomi-Mbele, Priscilla Buyisile | |
| dc.date.accessioned | 2011-06-28T09:17:10Z | |
| dc.date.available | 2011-06-28T09:17:10Z | |
| dc.date.issued | 2006 | |
| dc.description | Submitted in accordance with the requirements for the degree of Doctor of Philosophy (D. Phil) In the Subject of Psychology. Faculty of Arts at the University of Zululand, 2006. | en_US |
| dc.description.abstract | "Leaders are bom not made". This is a matter of nature versus nurture, in this case with regard to leadership development. The question therefore is whether leadership is a natural gift or an acquired skill. If leadership is an acquired skill, what then is the best way to accomplish this? These were core issues of investigation in this research. Literature review on leadership development revealed the following important issues on the topic, namely: 'r Leadership status is usually bestowed on an individual following the results or achievements, not before > The greater part of the journey towards leadership is a lonely endeavour. It requires perseverance and tenacity of the mind on the part of the leader > There is a difference between leader development and leadership development. Successful leadership result from development in both areas r Most leadership development programs focus on management tasks rather than on leader and leadership development. A pre-test, post-test, quasi-experimental design was adopted for this research. A pre-test was necessary for baseline establishment of skills that are expected of leaders. It served as a guide for change following program implementation. The post-test produced comparative data for any changes following 'treatment'. In addition to the experimental group, a control group was also introduced in order to limit, as much as possible, common threats to internal validity that are usually encountered in quasi-experimental research designs, as well as in developmental research projects; especially history and maturation. Both qualitative and quantitative data analytical methods were adopted for program evaluation. A 360-degree assessment and feedback approach was utilised for qualitative analysis of data whereas the statistical analysis of variance was the method for quantitative analysis of data. Overall results indicated a positive change in significant areas of growth that were targeted in this research; e.g. leadership conceptualisation by participants, learning to learn skill, self-management skills, communication skills as well as interpersonal skills. A major limitation in this study was the sample size, especially for statistical analysis of data. The reasons for a small sample size were that development programs such as this one are usually not highly effective when working with larger groups, and also the fact that such programs require a skilled individual who will be able to monitor progress during program implementation phase and adapt activities according to observed requirements. Closer personal attention needed in a smaller group may be impossible with a larger group. Looking at our society today, it is clearly evident that there is a dire need for skilled leaders. While it is known that anyone can occupy a leadership position, it is also acknowledged that it is not everybody that will do justice to that position. This therefore leaves us with no choice but to seek programs that will facilitate leadership development, as early as possible. Institutions of higher learning are a fertile ground for leadership development programs, as the majority of students are young adults. | en_US |
| dc.description.sponsorship | The National Research Foundation (NRF) | en_US |
| dc.identifier.uri | https://hdl.handle.net/10530/675 | |
| dc.language.iso | en | en_US |
| dc.subject | Leadership | en_US |
| dc.subject | Leadership development program | en_US |
| dc.title | An evaluation of a leadership development program | en_US |
| dc.type | Thesis | en_US |
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