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Exploring Collaborative Learning Methods in Leadership Development Programs Mary F Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2018 Exploring Collaborative Learning Methods in Leadership Development Programs Mary F. Woods Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Business Administration, Management, and Operations Commons, Management Sciences and Quantitative Methods Commons, and the Organizational Behavior and Theory Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Management and Technology This is to certify that the doctoral dissertation by Mary F. Woods has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Richard Schuttler, Committee Chairperson, Management Faculty Dr. Keri Heitner, Committee Member, Management Faculty Dr. Patricia Fusch, University Reviewer, Management Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2018 Abstract Exploring Collaborative Learning Methods in Leadership Development Programs by Mary F. Woods MA, Oakland City University, 2006 BS, Oakland City University, 2004 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management Walden University May 2018 Abstract Collaborative learning as it pertained to leadership development was an obscured method of learning. There was little research addressing the attributes contributing to collaborative learning for leadership development in leadership development programs. By completing this manuscript, scholarly learners may have additional information on knowledge-based practicing organizations. The purpose of this qualitative study was to understand how collaborative learning influenced leadership development within leadership development programs within high performing organizations. Data collection included semistructured interview questions and a review of training documentation with a combination of dramaturgical coding and purposive sampling from 20 participants that attended leadership development programs within a high performing organization. The 7- step data analysis process, methodology triangulation, and member checking consisted of structure and credibility of the findings. There were primary and secondary themes that aligned with Hanson’s leadership development interface model. The 2 primary themes were categorized as collaborative learning and shared knowledge, while the secondary themes included role models, communication: listening and feedback, problem-solving, knowledgeable: subject matter expert, transparency, and training and teaching. The findings of this study suggest that collaborative learning influenced leadership development programs by practicing group work and by sharing different ideas. These findings have potential implications for positive social change, as the information may add to the body of knowledge for future scholars and valuable information for stakeholders to build a knowledge-based practicing organization. Exploring Collaborative Learning Methods in Leadership Development Programs by Mary F. Woods MA, Oakland City University 2006 BS, Oakland City University 2004 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management Walden University May 2018 Dedication I dedicate this dissertation to my family and friends for your continuous support. To my family, thank you for excusing me from family events and special occasions as I concentrated on the finale of this journey. My brother, Adrian, eased my conscious by chanting, “The tassel is worth the hassle.” Special thanks to my parents Howard and Marcia, for instilling education in all nine of their children. I am a product of the many conversations regarding education and their incessant support to achieve a doctoral degree. To my best friend and soul mate, Papi, thank you for the many roles you have played in the summit of this study. Thank you for being my audience, my cheerleader, and my rock through the tough times. Your pride in me kept me grounded and focused. Special recognition to my children and grandchildren for sacrificing our quality time. To Marcia Nicks, Tawana Willis, and Vincent Burke as the “proofreaders” at various stages of the dissertation; I am indebted to the many days and nights I have solicited your help. One of my favorite quotes is, “Life’s challenges are not supposed to paralyze you; they're supposed to help you discover who you are” (Johnson-Reagan, n.d.). I pray that my work will encourage other family members and friends to hurdle the challenges in life and pursue their dreams. Lastly, to God be the glory for the things He has done and will continue to do in my life. I accept my vocation from God as He uses me as His vessel to serve in the ministries of this world. Acknowledgments Giving honor to God and His sovereignty over my life. I am grateful for the determination He has bestowed upon me to endure such a prestigious journey. This study was possible through the help of committee members, external mentors, and participants. Many thanks to the excellent faculty of Walden University for the preparation of this dissertation. To my mentor and chair, Richard Schuttler, Ph.D. words cannot express my gratitude for the “brain tithings” that contributed to the dissertation process. I am most grateful for his patience with me through my omissions. Dr. Schuttler was firm, fair, and encouraging. To my committee member, Keri Heitner, Ph.D. for taking on this assignment at the last minute. I am grateful to Dr. Heitner for her calm approach towards excellence; her instructions and comments were amenable to this study. Thank you to the University Research Reviewer (URR) committee member, Patricia Fusch, Ph.D. for her gift of feedback significant to the success of this dissertation. A heartfelt thanks to Lashun Aron-Smith, Ed.D. for her prophetic words that I would one day obtain a doctoral degree. I am grateful for the many phone calls ensuring I was on the right track during the doctoral process. To my former Faculty Manager, Eric Wright, Ph.D. for planting the seed of a terminal degree. A special thanks to Timothy Knight, Ph.D. for his prudent guidance in becoming a scholar, preparing me past graduation, and reminding me to argue the facts. Lastly, I am indebted to the participants of this study. I thank you all for your segments towards helping me embark upon this point of my journey. Table of Contents List of Tables ................................................................................................................... viii List of Figures .................................................................................................................... ix Chapter 1: Introduction to the Study ....................................................................................1 Background of the Study ...............................................................................................3 Problem Statement .........................................................................................................6 Purpose of the Study ......................................................................................................8 Research Questions ........................................................................................................9 Conceptual Framework ..................................................................................................9 Nature of the Study ......................................................................................................13 Research Method .................................................................................................. 14 Research Design.................................................................................................... 15 Definitions....................................................................................................................16 Assumptions .................................................................................................................17 Scope and Delimitations ..............................................................................................19 Limitations ...................................................................................................................21 Significance of the Study .............................................................................................22 Significance to Practice......................................................................................... 24 Significance to Theory .......................................................................................... 25 Significance to Social Change .............................................................................. 26 Summary and Transition ..............................................................................................27 Chapter 2: Literature Review .............................................................................................30 i Literature Search Strategy............................................................................................31
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