THE IMPLEMENTATION OF THE HOLISTIC MODEL FOR LEADERSHIP DEVELOPMENT AS PART OF THE RESEARCH PROJECT

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Leaders in the age group 25 – 40 years.

According to the statistical analyses of the research results, leaders in the age group 25- 40 years received the highest ratings on business acumen and visionary thinking. According to the feedback from the focus groups, the majority of leaders in this age group have only been in a management position for less than five years. Since they had not been in a management position for an extended period, they are regarded by many of the focus group participants as open-minded and future focused with a good understanding of the future business challenges.
Since business acumen and visionary thinking seem to be particularly strong in this age group, they should capitalize on their strengths and not only focus on their development areas. This means that leaders must take something that they do well and become more visible in their approach to it. They may teach it to someone else or, when appropriate, do it more often (Chappelow, 1998).
Based on the above, it is recommended that leaders in this age group participate in a visionary thinking and scenario planning workshop with leaders from the other age groups. In this way their strengths can become more visible to others and they can also transfer their skills to the other leaders during the group exercises. The workshop should preferably be based on the action learning approach to leadership development as discussed in Chapter 2 because in action learning, leaders learn with and from each other (Mumford, 1995).

Leaders in the age group 41-50 years.

According to the statistical analyses of the research results, leaders in the age group 41- 50 years were rated the highest by all rater groups on conceptual ability but received the lowest ratings of all the age groups on visionary thinking.
Most leaders in this age group had been in a management position for more than 5 years. According to the feedback from the focus groups, leaders in this age group had much knowledge and experience, but they tended to be less open to new ideas and less future focused than younger leaders.
It is recommended that the leaders in this age group attend the visionary thinking and scenario planning workshops together with leaders in the age group 25-40 years as recommended in the previous point. In this way, they can learn from each other. The older leaders can share their knowledge and experience with the younger leaders while the younger leaders can share their new ideas and futuristic thinking with the older leaders since all these factors are important in visionary thinking and scenario planning.

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African Leaders

According to the statistical analyses of the research results, African (Black) leaders were rated significantly higher on visionary thinking in year one, two and three than leaders from other race groups.
Most African leaders in the research are in the age group 25-40 years and it is therefore not surprising that they received a high rating on visionary thinking. According to feedback from the focus groups, they received a high rating on this competency for the same reasons as did the leaders in the age group 25-40 years.
The same recommendation applies to African leaders that apply to leaders in the age group 25-40 years.

CHAPTER 1 INTRODUCTION, THEORETICAL FRAMEWORK AND RESEARCH OBJECTIVES
1. INTRODUCTION
2. ORGANIZATIONAL CHALLENGES
3. LEADERSHIP ROLES IN A LEARNING ORGANIZATION OF THE TWENTYFIRST CENTURY
4. RESEARCH BACKGROUND AND CONTEXT
5. RESEARCH QUESTIONS AND OBJECTIVES
6. THEORETICAL FRAMEWORK..
7. RESEARCH APPROACH AND PROCESS
8. SUMMARY.
CHAPTER 2 LEADERSHIP DEVELOPMENT MODEL AND PROCESS – THEORETICAL OVERVIEW.
1. INTRODUCTION
2. A HOLISTIC MODEL FOR LEADERSHIP DEVELOPMENT
2.1 LEADERSHIP COMPETENCIES .
2.2 ASSESSMENT AND FEEDBACK
2.3 DEVELOPMENT PLANNING
2.4 DEVELOPMENT EXPERIENCES/ACTIONS
2.5 GROWTH AND DEVELOPMENT
2.6 LEADERSHIP CAPABILITIES.
2.7 MONITORING AND REVIEWING PROGRESS.
3. GROUP AND ORGANIZATIONAL IMPACT OF THE MODEL
4. LINKING THE MODEL TO HUMAN RESOURCE MANAGEMENT SYSTEMS.
5. SUCCESSFUL IMPLEMENTATION OF THE MODE
6. THE FUTURE OF LEADERSHIP DEVELOPMENT .
7. SUMMARY AND CONCLUSION
CHAPTER 3 THE IMPLEMENTATION OF THE HOLISTIC MODEL FOR LEADERSHIP DEVELOPMENT AS PART OF THE RESEARCH PROJECT
1. INTRODUCTION.
2. IMPLEMENTATION OF THE HOLISTIC MODEL FOR LEADERSHIP DEVELOPMENT.
2.1 LEADERSHIP COMPETENCIES
2.2 ASSESSMENT AND FEEDBACK .
2.3 DEVELOPMENT PLANNING
2.4 DEVELOPMENT EXPERIENCES/ACTIONS .
2.5 GROWTH AND DEVELOPMENT.
2.6 LEADERSHIP CAPABILITIES
2.7 MONITORING AND REVIEWING PROGRESS ..
3. ACTIONS TAKEN TO ENSURE THE SUCCESSFUL IMPLEMENTATION OF THE MODEL.
4. SUMMARY AND CONCLUSION
CHAPTER 4 LEADERSHIP THEORIES AND MODELS .
1. INTRODUCTION..
2. LEADERSHIP VERSUS MANAGEMENT
2.1 LEADERSHIP THEORIES AND MODEL
2.2 EXAMPLES OF TRAIT THEORIES OF LEADERSHIP
2.3 EXAMPLES OF BEHAVIOURAL LEADERSHIP THEORIES
2.4 EXAMPLES OF CONTINGENCY LEADERSHIP THEORIES6
2.5 EXAMPLES OF INTEGRATIVE LEADERSHIP THEORIES.
2.6 EXEMPLARY LEADERSHIP
3. CONCLUSION
CHAPTER 5 LEADERSHIP COMPETENCIES AND ASSESSMENT
BIBLIOGRAPHY

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The utilisation of a 360° Leadership Assessment Questionnaire as part of a Leadership Development Model and Process

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