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Titledesigning leadership formation programs in light of training transfer constructs
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Page 1

ABSTRACT

BECOMING WISE:

DESIGNING LEADERSHIP FORMATION PROGRAMS IN LIGHT OF

TRAINING TRANSFER CONCEPTS



Leadership formation programs are being conducted in the academic and business

world with various degree of success. If an intercultural and/or restrictive context is

added, the probability of long-lasting profitability could diminish tremendously. The

current study proposes an evaluative overview of how should such programs be assessed.

This evaluation is done with the assistance of training transfer concepts where the key

. The

intended audience is Christian formation programs. Therefore, a robust theological

perspective is needed. The relationship between Paul and Timothy offers rich content that

completes and challenges a potentially secular leadership formation program. The

temptation within large Christian organizations as it seems to be within World Vision,

whose New Generation Leadership program became our context of learning is to

separate the spiritual from the professional

capacity but not plan relationships, and to assume that there will be natural

implementation of the learning acquired during intervention. The biblical precedent

informs us that this need not be so and that there is high hope of attempting and expecting

positive long-lasting results in leadership formation.

Page 2

DISSERTATION APPROVAL



This is to certify that the dissertation entitled

BECOMING WISE:

DESIGNING LEADERSHIP FORMATION PROGRAMS IN LIGHT OF

TRAINING TRANSFER CONCEPTS



presented by

Narcis Natanael Vlasin



has been accepted towards fulfillment

of the requirements for the

DOCTOR OF MINISTRY degree at

Asbury Theological Seminary



___________________________________ _______________________

Mentor Date

___________________________________ _______________________

Internal Reader Date

___________________________________ _______________________

Representative, Doctor of Ministry Program Date

___________________________________ _______________________

Dean of the Beeson Center Date

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during the literature review were reflected in their life after a certain period of time

lapsed from the time of their graduation.

I prepared for the interview, mentally (practice of questions and instruction)

and physically (copy of questions, recorder, follow-up questions, notebook) (Sensing

102 12). I provided the interviewees with the consent letter and explained the

objectives of the study, the confidentiality, and the procedure to be followed. I placed

myself in the position of a neutral facilitator of the conversation, encouraging them to

speak. I did not have a judgmental attitude, asking a variety of open and precise

questions to create the opportunity for personal sharing. I did not assume the role of a

teacher or hinted if I agree or disagree with what was being said, making sure that I

accomplish the purpose of the interview. I administered the questionnaire to every

participant, giving directions for completing it. The questionnaire asked them to

describe their experience of the impact of the intervention since graduation until the

present moment.

Procedure for Analyzing the Evidence Collected

As is often the case with the qualitative method, data collection and analysis

were often simultaneous. Still, finding my way through the forest of raw,

unsystematic, data required patience and guidance. In my case, the guidance came

from the narrative methodology where themes and patterns were identified in the

literature and the discourse (Sensing 166-67). I looked at the project design

documents, at the reports, and at the evaluations provided by the Human Resource

department in order to find translucent windows into cultural and social meanings

(Patton 116). During the interviews the participants were encouraged to share their

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stories instead of being casted into case studies. This rich data was later used for

detailed reflection and interpretation.

The analyzing process was multi-level. I first read the data from the internal

evaluations against the training transfer concept provided by Burke and Hutchins. I

then corroborated it with the program documents and identified broad themes. Thus I

was able to compose the structure of the interviews. When all data was gathered, I

analyzed it looking for coherence, differences, and structures. I kept the consistency

of horizontal (presence of the theme in all surveys) and vertical (each interview had

its own structure of meaning) dimensions by constantly rechecking with the initial

data provided. The same procedure was followed for the analysis of the

questionnaires.

Reliability and Validity of Project Design

After the extensive literature review I concluded that the qualitative quasi-

experimental post intervention method was most fitted for our study. Having access

to the internal program evaluations from all participants and interviewing about 10%

of the graduates was a very solid basis for reaching the desired results (Sensing, 82ff).

The questionnaires provided and the patterns that emerged from the use of the

narrative analysis were checked against the training transfer constructs (theological

and organizational development) to ensure their alignment with the purpose and the

research questions.

Review of Chapter 3

I started this chapter by stating the proposed methodology for caring the

research. Then I have proceeded to pose the research questions and define them. I

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 Did you receive recognition (from leaders, peers, followers) ________



3. During your participation in the NGL what were the changes

identified that you needed to work on in order to achieve your

leadership goals.









4. What long-lasting changes have you implemented as a result of your

participation in NGL? Were any of the following influenced by your

participation in the NGL?



Use a scale from 1 to 5, 1 being the highest and 5 being the lowest.

Grade:

o More training or educational goals ________

o Better at goals setting and self-management ________

o Desire to be recognize and promoted ________

o Positive or negative affectivity ________

o See importance of new skills acquired during NGL ________

o Improved commitment to the organization ________



o Desire to encourage others to participate in leadership training ________

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o Understood what is leadership in light of faith ________

o Improved spiritual life disciplines ________

o Started a mentoring relationship with a follower ________



o To what degree would you think that NGL was strategically linked to the overall

goals of the organization? ________

o How positive is the climate within the organizations to implement the learning

receive during NGL? ________

o How would you rate the Supervisor/Peer Support received after completing NGL?

________

o How welcome did you feel to practice the new skills on the job? ________

o Were you kept accountable to transfer to others the new learning? ________

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