A Qualitative Exploration of Effective Leadership Development Programs and Leadership Process on Succession Planning and Organizational Performance
Bibliographic record
Abstract
Leadership is a valuable resource of an organization, and its effectiveness potentially impacts organizational efficacy and productivity. This qualitative single case study includes the possible impact of ineffective leadership development programs for succession planning on organizational performance. Leadership effectiveness comes from the perspective of 17 participants from across the organization of interest. A total of 11 themes and 71 sub-themes that underscore leadership development as iterative emerged from the study. The themes highlight the prominence of informal leadership development efforts, the effectiveness of alignment with exemplary leaders, and leadership practices. Consequently, the effectiveness of leadership development programs is assessed through a leader’s behavioral indicators and traits, exposure to exemplary formal and informal leadership practices, and an organizational culture that enables personal growth. Analysis of the information retrieved from the study confirmed that aspects of the problem statement of this study exist in the organization MNUS. The study included identifying the need for a direct measure of the impact of leadership development programs on the performance of an organization. Leadership development programs are an area of further study.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".