Experiences of Advisors/Mentors in Developing Leadership Emergence in a Post Conflict, Marginalized Society: A Phenomenological Study by John E. Pyzdrowski B.S. in Management, May 1978, United States Air Force Academy M.B.A. in Management, May 1986, Hardin-Simmons University A Dissertation submitted to The Faculty of the Graduate School of Education and Human Development of The George Washington University in partial fulfillment of the requirements for the degree of Doctor of Education May 21, 2017 Dissertation directed by Michael J. Marquardt Professor of Human and Organizational Learning and International Affairs The Graduate School of Education and Human Development of The George Washington University certifies that John E. Pyzdrowski has passed the Final Examination for the degree of Doctor of Education as of January 30, 2017. This is the final and approved form of the dissertation. Experiences of Advisors/Mentors in Developing Leadership Emergence in a Post Conflict, Marginalized Society: A Phenomenological Study John E. Pyzdrowski Dissertation Research Committee: Michael J. Marquardt, Professor of Human and Organizational Learning and International Affairs, Dissertation Director Shaista E. Khilji, Professor of Human and Organizational Learning, Committee Member David A. Rude, Learning Director, Organizational Sciences and Culture, Inc., Committee Member ii Acknowledgements The author wishes to thank and acknowledge the contributions of my dissertation committee, Dr. Michael Marquardt, Chairperson, Dr. Shaista Khilji, and Dr. David Rude, whose support, interest, assistance and patience made this research study possible. The author would also like to thank all faculty members and staff of the Executive Leadership Doctoral Program for their wisdom, guidance, and counseling regarding all things educational and whose dedication to learning set the highest standard of excellence. In all sincerity, please accept my genuine appreciation for the superb knowledge you impart and the significant impact you have made in my life. The author also extends my sincere appreciation to my parents; my father for being my mentor and the epitome of a leader by example; and to my mother, my teacher, whose constant caring, tenderness and love developed in me a genuine appreciation for life and gratitude regarding life’s most treasurable moments. Additionally, the author would like to thank and recognize my children for their continuous encouragement and tenacity which they taught me through the pursuit of their own goals and aspirations. The author also wishes to extend my continued love and appreciation to especially my wife, Deborah, who demonstrated understanding, patience, and support throughout this entire undertaking, and whose enduring faith helped me to understand that life is less about the acceptance of fate and more about the pursuit of destiny. Further, thanks to the many scholars and academics who provided thoughtful dialogue and conversation regarding leadership, culture and learning and whose constant pursuit of knowledge provided me with the perseverance and persistence to accomplish one of my life’s goals. Finally, my special thanks to advisors, mentors, trainers and iii teachers participating in capacity building efforts advocating free societies’ human rights principles. iv Abstract of Dissertation Experiences of Advisors/Mentors in Developing Leadership Emergence in a Post Conflict, Marginalized Society: A Phenomenological Study This study examines lived experiences of advisors and mentors during leadership development efforts and how understanding cultural differences enables leadership emergence. Work conducted by advisors and mentors in Afghanistan provided the focus for research. The qualitative approach used incorporated interviews of ten participants. The researcher used Moustakas’ phenomenological research method to explore the lived experiences. Findings provide understanding of how cultural differences influence leadership emergence development in marginalized societies and how cultural differences influence approaches to developing local leaders. Conclusions from this study provide meaning because they address gaps in knowledge regarding experiences related to leadership development for society’s marginalized elements, leadership approaches mentors report important in fulfilling their roles, and methods to develop emerging leaders. Conclusions indicate 1) mentor and advisor experiences stress the importance of adaptability, demonstrated competence and positive outlook; 2) building trusted relationships, leadership as a social process, and the emerging leader construct form foundational elements of mentoring in post-conflict marginalized societies; 3) trust, critical thinking, planning, accountability and expertise are leadership competencies that result in mentor success; 4) developing leadership emergence in cultures other than one’s own require engagement strategies that enable rapid understanding of how to deal with cultural differences; 5) mentees in marginalized societies can alter mentors perspectives; and 6) developing leadership emergence is a non-gender specific process and should emphasize technical expertise. v This study offers recommendations for practice in developing leadership emergence and illuminates future research. Recommendations for practice include: providing intensive leadership development training for mentors and fostering increased multicultural understanding for emerging leaders; the importance of developing trusted relationships and networks; fostering curiosity in learning about other cultures; promoting the need for openness toward cultural differences; and integrating cooperative learning into leadership development practices. Recommendations for research include using actual field experience of leadership development that takes into account cultural differences; study on leadership emergence of youth in marginalized societies; study on indigenous cultures through the lens of cultural dimensions; and future meta-analysis of leader emergence in developing nations and vulnerable groups. vi Table of Contents Acknowledgements………………………………………………………………………iii Abstract of Dissertation………………………………………….......................................v List of Figures…………………………………………………..……….………….....…xx List of Tables…………………………………………………………….…………..….xxi CHAPTER 1 INTRODUCTION .........................................................................................1 Overview ..................................................................................................................1 Background ..............................................................................................................3 Problem Statement ...................................................................................................9 Research Problem ..................................................................................................10 Purpose ...................................................................................................................11 Research Questions ................................................................................................14 Statement of Potential Significance .......................................................................14 Conceptual Framework ..........................................................................................18 Theoretical Foundation ..........................................................................................22 National Culture .........................................................................................23 Mentoring ...................................................................................................24 Learning .....................................................................................................25 Leadership Development and Leadership Emergence ...............................27 Summary of the Research Methodology and Procedures ......................................28 Limitations of Study ..............................................................................................33 Researcher Bias ......................................................................................................36 Definition of Key Terms ........................................................................................37 vii Summary ................................................................................................................42 CHAPTER 2 LITERATURE REVIEW ............................................................................44 Introduction: Topics, Purpose, and Method of the Literature Review ..................44 Description and Critique of Scholarly Literature ...................................................46 Mentoring/Advising…………………………………………………..….46 Social Learning Theory ..............................................................................49 Leadership Development ...........................................................................51 Afghan Culture ...........................................................................................53 Marginalized Societies ...............................................................................59 Leadership in the Global Context ..............................................................62 Approaches to Leadership Studies .............................................................64 Global Leadership………………………………………………………..69 Culture Research and Cross-Cultural