A Case Study of Self-Identified Leaders: Implications for High-Potential Development Programs and Practices

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Autor/in	Saul, Marie L.
Titel	A Case Study of Self-Identified Leaders: Implications for High-Potential Development Programs and Practices
Quelle	(2016), (163 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-3572-7
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Employees; Leadership Training; Self Concept; Role Theory; Social Theories; Constructivism (Learning); Phenomenology; Emotional Intelligence; Interpersonal Relationship; Family Work Relationship; Talent Development; Maturity (Individuals); Professional Personnel; Educational Administration + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Employee; Arbeitnehmer; Beschäftigter; Führungslehre; Selbstkonzept; Rollentheorie; Gesellschaftstheorie; Phenomenological psychology; Phänomenologie; Psychologie; Emotionale Intelligenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Begabtenförderung; Talentförderung; Reifung; Personalbestand; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	The purpose of this qualitative study was to provide insight into the experiences of high-potential employees in an education sector leader development program to understand leader identity development. By examining the lived experiences of this population, specifically, how high-potential development shapes leader identity; this research may shed light on solutions to issues of derailment with high-potential leader transitions. My perspective on this topic was drawn primarily from three management and organization theories with roots in social psychology. First, role and interactionist role theory; second, social comparison theory; and third, social identity theory. The research and analysis generated were viewed through a social constructivist lens. A conceptual framework was developed from relevant literature that helped to build an understanding of the lived experiences of five high-potential employees who were also self-identified leaders. This case study employed Seidman's (2013) three-interview series as the primary data collection method and used grounded and phenomenological methods in the data analysis to identify themes and construct a synthesis of the participant experiences. Findings from the study brought out two major themes: 1) Individual Maturity; and 2) Social Interactions. Out of these themes, several sub-themes are important to describe the phenomenon. The sub-themes for theme 1 (individual maturity) include: a) using emotional intelligence; and (b) valuing professional development. The sub-themes for theme 2 (social interaction) include: a) managing relationships, and b) work-life balance. The study concludes with suggestions to help Talent Management professionals develop and implement modules or assessments for leader development akin to the protocol used in this study, to encourage personal reflections specifically related to experiences that shaped beliefs about leadership. Organizations may also consider adding a values-based aspect to the interview process to gain insight into the strength of culture fit and probability of loss. The study also provides recommendations for Managers, Applied Behavior practitioners, and Policy Makers. This study also recommended that scholars conduct subsequent studies using grounded theory with multiple researchers, in both corporate and nonprofit settings with a larger population sample to encourage multiple perspectives on the phenomenon, develop a theory, and possibly facilitate even richer findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01