An Evaluation of the Outcomes of a Leadership Development Program
Center for Creative Leadership, 1994 - Education - 89 pages
This handbook presents findings of a study that examined the outcomes of the Chief Executive Officer Leadership Development Program, which was developed by the Center for Creative Leadership (CCL). The 1-year program was comprised of classroom sessions, coaching, journal writing, and learning projects. Data were derived from: (1) a pre-program survey and questionnaire of 38 participating superintendents; and (2) post-program interviews with the 38 participants and their facilitators, a post-questionnaire completed by participants, and analysis of student journals. Findings indicate that the superintendents improved their leadership competencies and self-awareness. Of the four superintendent subgroups that were identified, two--the New Perspectives subgroup and the Role Expansion subgroup--were more affected than administrators who were already highly effective or more control-oriented. The program, compared to other studies of this nature, resulted in two more prominent outcomes: the view of leadership as a shared responsibility and a broader view of their professional role. Implications of the findings for evaluation of leadership-development programs are: the use of multiple methods enriches analysis; evaluation studies should expect highly individualized outcomes; and evaluation studies provide opportunities for understanding the leadership-development process. Eleven tables and five figures are included. Appendices contain copies of the exit interviews and statistics on subgroup differences. Contains 53 references. (LMI)
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360-degree Feedback Acting with Flexibility affect areas assess based on Newman behaviors Benchmarks benefits Bruff California Psychological Inventory Center for Creative classroom portion climate for change Compassion and Sensitivity content categories continuous learning control Expansion Perspectives Creative Leadership decisions Drath executive facilitator factors FIRO-B focused goals Greensboro helped Hiring Talented Staff impact improve indicate significant pairwise interaction Keuls test leader leadership development programs Leading Employees learning projects MBTI Means across subgroups motivation Myers-Briggs Type Indicator Number and percentage opportunities organizational pairwise differences based percentage of superintendents positive program components program outcomes ratings reflective journal writing reflective thinking reported each type research questions responses Role Expansion Role New tuning school system Self-awareness Self-control subgroup significant pairwise differences sounding board Stock Straightforwardness and Composure subgroup differences subgroups Table superin superintendents and facilitators superscripts a,b,c Team Orientation tuning control Expansion type of change types of outcomes understanding Van Velsor