The Role of Personally Transformative Learning in Leadership Development: A Case Study

2010 ◽  
Vol 17 (2) ◽  
pp. 177-191 ◽  
Author(s):  
Rachel Ciporen
Keyword(s):  
Leadership Development ◽  
Transformative Learning

scholarly journals Youth Engagement in Climate Change Action: Case Study on Indigenous Youth at COP24

2020 ◽  
Vol 12 (16) ◽  
pp. 6299
Author(s):  
Makenzie MacKay ◽  
Brenda Parlee ◽  
Carrie Karsgaard
Keyword(s):  
Climate Change ◽  
Leadership Development ◽  
Well Being ◽  
Youth Engagement ◽  
Remote Communities ◽  
Indigenous Youth ◽  
Climate Action ◽  
Impacts Of Climate Change

While there are many studies about the environmental impacts of climate change in the Canadian north, the role of Indigenous youth in climate governance has been a lesser focus of inquiry. A popularized assumption in some literature is that youth have little to contribute to discussions on climate change and other aspects of land and resource management; such downplay of youth expertise and engagement may be contributing to climate anxiety (e.g., feelings of hopelessness), particularly in remote communities. Creating opportunities for youth to have a voice in global forums such as the United Nations Conference of Parties (COP24) on Climate Change may offset such anxiety. Building on previous research related to climate action, and the well-being of Indigenous youth, this paper shares the outcomes of research with Indigenous youth (along with family and teachers) from the Mackenzie River Basin who attended COP24 to determine the value of their experience. Key questions guiding these interviews included: How did youth impact others? and How did youth benefit from the experience? Key insights related to the value of a global experience; multiple youth presentations at COP24 were heard by hundreds of people who sought to learn more from youth about their experience of climate change. Additional insights were gathered about the importance of family and community (i.e., webs of support); social networks were seen as key to the success of youth who participated in the event and contributed to youth learning and leadership development.

scholarly journals Developing and spreading leadership across levels: The facilitating and constraining role of context

2021 ◽  
pp. 135050762199347
Author(s):  
Sylwia Ciuk ◽  
Doris Schedlitzki
Keyword(s):  
Leadership Development ◽  
Distributed Leadership ◽  
Development Programme ◽  
Institutional Arrangements ◽  
The Public ◽  
Political Dynamics ◽  
Institutional Forces ◽  
Nested Approach

Leadership development programmes increasingly encourage plural forms of leadership to counteract the pitfalls of individualistic approaches. This paper contributes to our understanding of the role of context in developing and spreading leadership across hierarchies. Working within an omnibus approach to context, previous research has highlighted the role of institutional forces in the emergence of distributed leadership in the public sector, yet so far neglected the influence of the discrete organisational context. Drawing on an in-depth case study of a private sector organisation trying to recover from a turbulent past through an in-house leadership development initiative, we show how the omnibus and discrete organisational contexts jointly facilitate and constrain the development and spread of leadership and how they are instrumentalised in this process. We surface how social and political dynamics associated with socio-material relationships and institutional arrangements, together with wider omnibus forces, influence the aim of an in-house leadership development programme and its potential to impact perceptions and practice of distributed leadership in organisational settings. We argue that a nested approach to context – encompassing the interconnected omnibus and discrete contexts – is required for a deeper understanding of the factors that facilitate and constrain the development and spread of leadership.

The Application of Blended Action Learning to Leadership Development

2010 ◽  
pp. 163-180
Author(s):  
Kate Thornton ◽  
Pak Yoong
Keyword(s):  
Professional Development ◽  
Leadership Development ◽  
Small Groups ◽  
Learning Process ◽  
Action Learning ◽  
Emerging Trends ◽  
Development Context ◽  
Learning Sets

This chapter describes the use of blended action learning in a professional development context. Action learning is a process that involves small groups of learners working on issues or problems they face in their every day work with the support of a facilitator. Although action learning sets most often meet faceto- face, ICT is increasingly being used to support or in some cases replace traditional set meetings, thus providing a ‘blended’ approach. Action learning is a potentially empowering process that encourages reflection and questioning and promotes shifts in workplace practice. The role of the action learning facilitator appears to be a key element in the success of this approach. The purpose of this chapter is to describe a case study of a blended action learning process designed to support leadership development and discuss the subsequent implications and emerging trends.

Kepentingan Peristiwa Pencetus Dalam Transformasi Perspektif Bekas Penagih Dadah

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Normala Abu Hassan ◽  
Mohd Azhar Abd. Hamid
Keyword(s):  
Transformative Learning ◽  
Drug Users ◽  
Drug Addicts ◽  
Drug Problem ◽  
Fully Integrated ◽  
Global Issues ◽  
Trigger Event ◽  
The Government

This paper describes a preliminary analysis of the transformative perspective phenomenon of a former drug addict. The drug problem is the problem number one in Malaysia. The number of drug addicts is increasing tremendously every year. The government spent billions ringgit each year for the rehabilitation  treatment for drug addicts.  Drug problem is a global issues that needs to be curbed from its roots. Past studies on the transformation of former drug addicts perspective was not given attention by local scholar compare to the Western countries. Therefore, this study will explore the learning process of former drug addicts to return to a normal life. Trigger event is an important element in transformative learning. The process of transformative learning start from the triggering event. Therefore, this paper will focus on the role of a trigger event in helping to transform former drug addicts. This event will trigger the change of emotions, spiritual, physical, cognitive and also a change in perspective of former drug addicts and thus a change in behavior. The study found that trigger event is triggering personal reflection on the meaning scheme (meaning perspectives) of former drug addicts. Through it, people will throw negative meaning scheme which is an important element for the changes. This study used qualitative methods and selection of respondents is based on sampling purpose which it based on pre-defined criteria by researcher. Phenomenology and case studies are selected as design study in order to understand a phenomenon and the case study. The results show that individuals who suffering from trigger events are fully integrated in the transformation perspective process on drug addiction. Finally, this paper will conclude the important of trigger event towards transformative perspective among former drug users.  

scholarly journals Leadership development for missions in poor urban communities

2019 ◽  
Vol 75 (1) ◽  
Author(s):  
Kasebwe T.L. Kabongo
Keyword(s):  
Leadership Development ◽  
Urban Communities ◽  
Leadership Formation ◽  
African Community ◽  
Local Residents ◽  
The Many ◽  
Missional Community

Leadership development is an ongoing need in Africa. Good leadership is key to the building of any society. This article is written from the perspective of someone who lives in an African community of poverty. As he or she observes the many problems the African continent faces, he or she wonders about the role of the church to participate in seeking solutions to these problems. The article stresses that effective leadership development should equip people to be participants of the flourishing of their communities. It discusses the theological and missiological foundations of leadership as avenues to align leadership formation with the improvement of the quality of life of Africans living in communities of poverty. The researcher belongs to a missional community which focuses on discipling local residents, with the hope of nurturing agency from inside out. He uses the autoethnographic methodology to describe this case study of his missional community efforts.

scholarly journals A Leadership Development Programme: A Case Study of Transformative Learning in Qatar

2021 ◽  
Vol 10 (2) ◽  
pp. 1-17
Author(s):  
Frances Maureen Schnepfleitner ◽  
Marco Paulo Mala Ferreira
Keyword(s):  
Leadership Development ◽  
Transformative Learning ◽  
Cognitive Skills ◽  
Success Factors ◽  
Selection Process ◽  
Learning Experiences ◽  
Development Planning ◽  
Development Programme ◽  
Rich Data

Leadership development is an important issue for Qatar as it strives to achieve the ambitious goals set out in its 2030 National Vision (Ministry of Development Planning and Statistics, 2015). Various resources are being invested, but often with minimal results, forcing Qatar to continue to rely on expatriate expertise. Transformative learning experiences that change the deeply held beliefs, worldviews, and frames of reference of what it means to be a 21st century leader in Qatar are needed. This paper presents the case study of an executive leadership development programme to identify key success factors or inhibitors that fostered or hindered transformative learning experiences. It includes in-depth interviews conducted over a 10-month period during 2015. Additional rich data of the participants' experiences were obtained from their blogs, written assignments, and organisational documentation. A thematic analysis identified 11 themes, the inclusion of which fostered transformative learning or, the absence of which, hindered transformative learning: (1) identifying stakeholder expectations, (2) conducting a respected selection process, (3) appropriate English levels, (4) alignment between content and the participant's educational and cognitive skills, (5) time and commitment allocated to a well-structured pre-programme and a (6) post-programme stage, (7) in-depth awareness of the participants' professional and cultural contexts, (8) inclusion of autonomous components, (9) inclusion of personal and cultural interactions, (10) an acceptable balance of travel, stress, uncertainty, and course intensity, and (11) a group dynamic. There were indications the intensity of the programme pushed the participants beyond the required state of disorientation necessary for transformative learning and into one of being overwhelmed and stressed.

The role of multiplicity in a cult: A case study

1987 ◽  
Author(s):  
William A. Worrall ◽  
Ann W. Stockman
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