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(1 - 6 of 6)
- Title
- Learning and Leading: Approaches to Leadership Self-Development Among Women Executives of Philanthropic Organizations.
- Creator
- Liddell, Theresa N., Guglielmino, Lucy M., Florida Atlantic University
- Abstract/Description
-
The purpose of this grounded theory study was to explore the selfdevelopment of women executives of philanthropic organizations to determine their approaches to learning for leading. Women occupy 1.4% to 53% of the executive positions in the U.S. depending on the sector, yet little is known about their learning needs and strategies. The research questions asked how these women executives learned to develop successfully in their positions and what informal learning strategies they used. This...
Show moreThe purpose of this grounded theory study was to explore the selfdevelopment of women executives of philanthropic organizations to determine their approaches to learning for leading. Women occupy 1.4% to 53% of the executive positions in the U.S. depending on the sector, yet little is known about their learning needs and strategies. The research questions asked how these women executives learned to develop successfully in their positions and what informal learning strategies they used. This study explored the perspectives of 22 women executives of philanthropic organizations in South Florida and Western Washington. The foundations represented by the participants varied widely in size, purpose, and structure. The study yields evidence that learning and leading are inextricably connected. There is also evidence that learning needs and learning strategies change over the course of one's career. They use a variety of learning resources including mentors, workshops, and resources such as books, journals and the internet. Early strategies include training and mentoring. Later strategies refine conceptual skills through conversations with colleagues. Discussion includes implications for executive development programs and recommendations for practice and further research.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000676
- Subject Headings
- Leadership in women, Women executives, Charitable uses, trusts, and foundations--United States--Management, Executive ability, Learning, Psychology of
- Format
- Document (PDF)
- Title
- The link between CEO compensation, CEO resource allocation decisions, and firm performance.
- Creator
- Dahmus, Sue Ann., Florida Atlantic University, Golden, Peggy A.
- Abstract/Description
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The relationship between the compensation (total and percent at risk) of 240 CEOs from 1986 to 1991, and several CEO resource allocation decisions (R&D, advertising, employees, business segments, and acquisitions) and subsequent firm performance was explored. The firms (Forbes-CEOs of the largest 800 public companies) had the same CEO for the entire period. The resource allocation decisions and the measures of firm performance (ROA, ROE, ROI, ROS, cashflow/sales, and stock return) were...
Show moreThe relationship between the compensation (total and percent at risk) of 240 CEOs from 1986 to 1991, and several CEO resource allocation decisions (R&D, advertising, employees, business segments, and acquisitions) and subsequent firm performance was explored. The firms (Forbes-CEOs of the largest 800 public companies) had the same CEO for the entire period. The resource allocation decisions and the measures of firm performance (ROA, ROE, ROI, ROS, cashflow/sales, and stock return) were obtained from COMPUSTAT. The number of acquisitions was obtained from Mergers and Acquisitions. The percent of CEO compensation at risk was found to be associated with the change in R&D and the change in the number of business segments. Total CEO compensation was found to be positively associated with the change in advertising expenses, the change in the number of employees, and the change in the number of acquisitions. A principal components analysis indicated that the performance measures loaded on two factors, representing firm profitability and returns to stockholders. The relationship between CEO compensation and firm performance was explored using two stage simultaneous equations. The model considered the effects of prior firm performance on the relationship. The amount of total CEO compensation and the percent of CEO compensation at risk were found to be positively associated with subsequent firm profitability for several years. Total CEO compensation and the percent of CEO compensation at risk were positively associated with subsequent return to stockholders in one year. However, the results were not consistent across all the years of the study and the amounts of firm performance explained by the models were small.
Show less - Date Issued
- 1994
- PURL
- http://purl.flvc.org/fcla/dt/12393
- Subject Headings
- Chief executive officers--Salaries, etc--United States, Executives--Salaries, etc--United States, Incentives in industry--United States, Executive ability, Industrial productivity--Evaluation
- Format
- Document (PDF)
- Title
- Perceptions of industry practitioners toward an academic degree program in public assembly facility management.
- Creator
- Riordan, James J., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Utilizing a modified Delphi Technique research study, consensus was sought from 298 practitioners in the public assembly facility management (PAFM) industry regarding their perceptions on varied matters connected to the academic preparation of managers/executives serving the industry. A comprehensive literature review and a prior pilot study were conducted for the purpose of creating the initial survey (Questionnaire 1). The pilot study consisted of an open-ended interview session with a...
Show moreUtilizing a modified Delphi Technique research study, consensus was sought from 298 practitioners in the public assembly facility management (PAFM) industry regarding their perceptions on varied matters connected to the academic preparation of managers/executives serving the industry. A comprehensive literature review and a prior pilot study were conducted for the purpose of creating the initial survey (Questionnaire 1). The pilot study consisted of an open-ended interview session with a panel (N=16) of PAFM managers. Sixty-four (64) of 66 consensus-seeking items attained consensus from the respondents (N=298) after Questionnaire 1 results were tabulated. Respondents were given the opportunity to re-assess their Questionnaire 1 choices in Questionnaire 2 and if compelled, change them. Items related to Kinesiology and Physical Education did not attain consensus status in Questionnaire 1 or Questionnaire 2. This study concluded: a) academic program in PAFM is beneficial to the industry (96%) and 63.5% viewed the degree as very important or essential; b) the preferred academic delivery level was Bachelors/undergraduate (52.7%); c) the degree program should be housed in Business (42%); d) the preferred competencies and skill sets were identified; e) the preferred course components were identified., Statistical analysis showed that there was a significant relationship between the type of public assembly facility where a respondent worked and the preferred academic unit of the program, as well as preferred general course components. Recommendations for future research include: (a) conducting a similar study employing solely qualitative methodology; (b) seeking potential significant relationships with gender, ethnicity, geographic location, ownership and governance of facilities, years of experience; and (c) comparing and contrasting results of this study among faculty who currently teach public assembly facility management courses and the students that are in said courses . The rising cost of providing safe and cost-efficient public assembly facilities require that the people operate these facilities possess the best set of managerial, administrative and technical skills related to the management of these facilities; this study aids in that quest by suggesting competencies and course components, and potentially a PAFM general academic curriculum, based on practitioner viewpoint.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/186765
- Subject Headings
- Facility management, Strategic planning, Executives, Training of, Creative ability in business, Management, Education, Aims and objectives
- Format
- Document (PDF)
- Title
- The predictive validity and adverse impact of an assessment center, a multirater appraisal system and top-down appraisal for selecting retail store managers.
- Creator
- Tyler, Catherine L., Florida Atlantic University, Bernardin, Harold John
- Abstract/Description
-
This study compares the levels of criterion-related validity and the extent of statistical adverse impact against minorities based on supervisors' top-down (TD) performance appraisals, a multirater appraisal (MRA) system and a traditional assessment center (AC). Data from all three sources were collected as a part of a predictive validity study using criterion data completely independent of the predictor data and where managers who provided criterion data had no knowledge of the predictor...
Show moreThis study compares the levels of criterion-related validity and the extent of statistical adverse impact against minorities based on supervisors' top-down (TD) performance appraisals, a multirater appraisal (MRA) system and a traditional assessment center (AC). Data from all three sources were collected as a part of a predictive validity study using criterion data completely independent of the predictor data and where managers who provided criterion data had no knowledge of the predictor scores. The performance of the selected managers was used as the dependent variable. This is the first study in which direct comparisons were made for predictive validity and adverse impact among these three methods of staffing decisions for the same subjects. As hypothesized, the assessment center (uncorrected r = .32) and multirater methods (uncorrected r = .31) had the highest levels of predictive validity. The predictive validity of the top-down managerial assessment was significantly lower than the other two methods, and the correlation with subsequent managerial performance was not statistically significant (uncorrected r = .13). It was also hypothesized that multirater appraisal and assessment centers would result in less adverse impact than top-down appraisal. After examination by several commonly used methods, only partial support was found for these hypotheses. Analyses using the 80% rule and z-scores found that data from the AC and MRA methods did not indicate adverse impact against minorities while TD data resulted in adverse impact. Possible reasons for the discrepant findings of the various methods of analysis and implications for expert witness testimony are discussed.
Show less - Date Issued
- 2003
- PURL
- http://purl.flvc.org/fcla/dt/12050
- Subject Headings
- Assessment Centers (Personnel Management Procedure), Employee Selection, Executive Ability--Testing
- Format
- Document (PDF)
- Title
- Self-Directed Learning Readiness, Strategic Thinking and Leader Effectiveness in Directors of a National Nonprofit Organization.
- Creator
- Zsiga, Peter L., Guglielmino, Lucy M., Florida Atlantic University
- Abstract/Description
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Levels of self-directed learning readiness, strategic thinking and leader effectiveness in nonprofit directors were obtained from a sample of YMCA directors who responded to an online survey. The resulting data were analyzed to determine if correlations between the measures were observed and if the relationships were moderated by employment, geographic or demographic variables. Self-directed learning readiness and strategic thinking were highly correlated. Analysis of the questionnaires from...
Show moreLevels of self-directed learning readiness, strategic thinking and leader effectiveness in nonprofit directors were obtained from a sample of YMCA directors who responded to an online survey. The resulting data were analyzed to determine if correlations between the measures were observed and if the relationships were moderated by employment, geographic or demographic variables. Self-directed learning readiness and strategic thinking were highly correlated. Analysis of the questionnaires from 471 respondents demonstrated that the correlations between self-directed learning readiness and strategic thinking were robust (r = .58, p < .001 ). Leader effectiveness was found to correlate with these two constructs at identical and significant levels (r = .1 0, p < .05). These correlations present evidence of positive relationships between self-directed learning levels, strategic thinking levels and leader effectiveness. Correlations were also found for self-directed learning readiness and each of the three subscales of strategic thinking, reframing, reflecting and systems thinking, and the leader effectiveness measure; and for the reframing subscale of strategic thinking with leader effectiveness. Responses to open-ended questions reflected the use of self-directed learning strategies and strategic thinking by the sample in preparing for challenges in education and leadership. Correlations between strategic thinking and leader effectiveness were moderated by ethnicity. Levels of correlation between self-directed learning readiness and strategic thinking were moderated by the variables of years of AYP membership and number of branches supervised, the level of performance rating desired, and years of similar employment. The YMCA directors in this study were determined to be effective leaders who used strategic thinking and self-directed learning strategies to meet the demands of their leadership roles. The results indicate that individuals who exhibit self-directed learning tendencies can be expected to use strategic thinking strategies; that those who are strategic thinkers reflect self-directed learning behavior; and that leader effectiveness is supported by the possession of strategic thinking and selfdirected learning skills.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000718
- Subject Headings
- Nonprofit organizations--Management, Leadership, Organizational effectiveness, Executive ability, Learning, Psychology of
- Format
- Document (PDF)
- Title
- Perceptions of lawyers on career transition, transferable skills, and preparation for community college leadership.
- Creator
- Nguyen, Thomas T., Floyd, Deborah L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this qualitative case study was to examine perspectives of attorneys who have transitioned into community college leadership. The study sought to answer questions concerning why attorneys decided to change careers, how they transition into new careers, and to what extent their legal backgrounds helped them in educational leadership. Interviews were conducted of 20 former attorneys across America on their perspectives about career transition and leadership competencies to...
Show moreThe purpose of this qualitative case study was to examine perspectives of attorneys who have transitioned into community college leadership. The study sought to answer questions concerning why attorneys decided to change careers, how they transition into new careers, and to what extent their legal backgrounds helped them in educational leadership. Interviews were conducted of 20 former attorneys across America on their perspectives about career transition and leadership competencies to determine whether they might serve as a viable source for leadership. Participant perceptions revealed a transition to make a difference, the transition process was smooth, and transition was made for a better work environment. Participants recommended for career changers coming from law to informally learn about community colleges, gain work experience therein, and to earn another degree. Participants reported high abilities in communications and professionalism, which are current AACC leadership competencies. Some participants reported low collaboration competencies. Participants also recommended positive reinforcement, teamwork, and problem-solving as additional AACC leadership competencies. Moreover, participants reported other transferable skills including legal expertise, business sense, and analytical skills. Recommendations from this study include a policy and practice of considering lawyers for educational leadership provided they demonstrate work and commitment toward a transition into community college leadership.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004144, http://purl.flvc.org/fau/fd/FA00004144
- Subject Headings
- Career changes -- United States, Community college presidents, Executive ability, Law -- Vocational guidance -- United States, Leadership in education
- Format
- Document (PDF)
