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Article9-NontraditionalLeadershipDevelopmentTechniquesofNonprofitAspiringExecutives-AnExploratory-InterpretiveCaseStudy.pdf

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NONTRADITIONAL LEADERSHIP DEVELOPMENT TECHNIQUES OF

NONPROFIT ASPIRING EXECUTIVES: AN EXPLORATORY-INTERPRETIVE

CASE STUDY

Kan Ottah

EMMANUEL N. A. TETTEH, PhD, Faculty Mentor and Chair

CATHERINE WAUGH, PhD, Committee Member

PAIGE KRABILL, PhD, Committee Member

Anna Hultquist, PhD, LMFT, CFLE, Dean of Counseling

Harold Abel School of Psychology

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Philosophy

Capella University

April 2018

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Abstract

Leadership transition literature indicated that nonprofit sector current leaders lack

understanding of proper ways to make use of relevant management leadership techniques to

develop new leaders. New leaders replacing retiring organizational leaders lacked managerial

experience and training needed to lead employees and manage organizational resources. The

purpose of this study was to explore, understand, and interpret leadership supportive systems

techniques that characterize “Plan A,” vision used for professional development of aspiring

nonprofit executives for capacity building of critical leadership skills and management of

networking functions toward organizational sustainability. The conceptual framework of this

study focused on supportive systems leadership development theory, nontraditional

leadership development theory, and “Plan A” leadership development theory. The study

adopted qualitative exploratory-interpretive case study to generate research data through

surveys, document analyses, interviews, and focus group discussions for research questions 1

and 2. Data generated were analyzed using embedded thematic data analysis strategy and

qualitative NVivo 11 software. The major integrated themes that emerged characterizing the

unique features of “Plan A” vision of nontraditional leadership development techniques

were: (a) vision and leadership empowerment, (b) performance and feedback, (c) efficiency

and conflict management, and (d) effective communication between leaders and aspiring

executives in the workplace. The study contributed to nonprofit leadership transition by

interpreting and providing in-depth understanding of leadership development roles that

involved leadership development persuasion, collaboration, consultation, and encouragement

for aspiring executives to seek leadership roles within the nonprofit management team.

iii

Dedication

First, I dedicate this research to God, who loved me more than the world could love me.

To God, who made every road I traveled accessible, provided for my needs in all seasons, and

provided me with a pillar of protection from all earthly forces of destruction from the hands of

those I loved who never loved me back. I will forever remain in His tenet of glory.

Second, I dedicate this research to my entire family, without their support I would not

have reached my educational goal in life. My mother, Mrs. Ugo Anya Ottah (Nne-Afikpo), my

beloved wife, Mrs. Ifeanyi Kan-Ottah, my children, Mary, Eddy, Edith, Victor, and my niece,

Mrs. Cynthia U. Ibiam. The Almighty God has answered all prayers and allowed me to graduate

from Capella University with a Ph.D.

Acknowledgments

I would like to acknowledge the people who played a vital role in the completion of this

research. First, my 3rd school appointed faculty mentor and chair, Dr. Emmanuel N. A.Tetteh.

Dr. Tetteh with a broad array of professional mentorship, research methods’ knowledge base,

and supportive approaches succeeded in getting my research topic, and Scientific Merit Review

(SMR) approved within one year that enabled me to move forward toward completing this

doctoral research. His attention to details propelled me to stay on course throughout the Capella

University’s rigorous 16 dissertation milestones in completing several revision processes.

Second, I acknowledge my 1st and 2nd faculty mentor and chair for guiding the early

research work. In addition, I acknowledge my past research committee members for working

with Dr. Tetteh in reviewing and approving my completed research work that received school

approval from Capella University.

Third, I acknowledge all present and past program chair and dean of the School of Public

Service Leadership for providing the framework for my continued education at Capella

University. To my professional group in the nonprofit sector management thanks for the group

discussion papers that indicated nonprofit leadership transition problem that set me to embark on

this research topic to provide information that could address nonprofit leadership transition.

Finally, Dr. Catherine Waugh and Dr. Paige Krabill thank you for supporting the last

phase of my doctoral milestones at Capella University.

Table of Contents

Acknowledgments.......................................................................................................................... iv

List of Tables ...................................................................................................................................x

List of Figures ................................................................................................................................ xi

CHAPTER 1. INTRODUCTION ....................................................................................................1

Introduction to the Problem .................................................................................................1

Background of the Study .....................................................................................................6

Need for the Study ...............................................................................................................7

Purpose of the Study ..........................................................................................................11

Significance of the Study ...................................................................................................12

Research Questions ............................................................................................................15

Definition of Terms............................................................................................................15

Research Design.................................................................................................................17

Assumptions and Limitations ............................................................................................20

Assumptions .......................................................................................................................20

Limitations .........................................................................................................................21

Organization of the Remainder of the Study .....................................................................23

CHAPTER 2. LITERATURE REVIEW .......................................................................................24

Historical Perspective of Leadership Development ...........................................................24

Methods of Literature Searching .......................................................................................28

Theoretical Orientation for the Study ................................................................................29

Supportive Systems Leadership Development Theory ......................................................31

Nontraditional Leadership Development Theory ..............................................................34

Plan A vision Leadership Development Theory ................................................................35

Review of the Literature ....................................................................................................37

Leadership Development Guidelines .................................................................................38

Time Management and Potential Prospects .......................................................................39

Role Identity and Conflict Management ............................................................................39

Stages of Individual Leadership Development ..................................................................40

Theoretical Synthesis .........................................................................................................41

Synthesis of the Research Findings ...................................................................................41

Critique of Previous Research Methods ............................................................................43

Exploratory-Interpretative Case Study ..............................................................................43

Summary ............................................................................................................................45

CHAPTER 3. METHODOLOGY .................................................................................................46

Introduction to the Methodology .......................................................................................46

Research Questions ............................................................................................................46

Research Design.................................................................................................................47

Target Population and Sample ...........................................................................................48

Population ..........................................................................................................................48

Sample ..............................................................................................................................48

Procedures ..........................................................................................................................49

Participant Selection ..........................................................................................................50

Protection of Participants ...................................................................................................52

Data Collection ..................................................................................................................53

Survey. .............................……………………………………………………………......55

vii

Field Test ...........................................................................................................................56

Interviewing (Individual interviews) .................................................................................57

Focus Groups .....................................................................................................................58

Document Analyses ...........................................................................................................59

Data Analysis .....................................................................................................................61

Types of Data Analyzed.....................................................................................................64

Survey. ...............................................................................................................................64

In-depth Interviews (Individual) ........................................................................................65

Triangulation ......................................................................................................................67

Instrument ..........................................................................................................................68

Available Psychometric Information .................................................................................69

The Role of the Researcher ................................................................................................69

Ethical Considerations .......................................................................................................70

Summary ............................................................................................................................72

CHAPTER 4. PRESENTATION OF THE DATA........................................................................74

Introduction: The Study and the Researcher ......................................................................74

Description of the Sample ..................................................................................................77

Professional Leader Participants ........................................................................................77

Aspiring Executives ...........................................................................................................80

Research Methodology Applied to the Data Analysis .......................................................83

Presentation of Data and Results of the Analysis ..............................................................83

Survey ..............................................................................................................................84

Interviews ...........................................................................................................................84

viii

Research Question 1…………………………………….………………....... ..................85

Pattern of Experience …………………………………….………………....... ................86

Descriptive Data Analysis..................................................................................................87

Research Question 2 ..........................................................................................................92

Summary ............................................................................................................................97

CHAPTER 5. DISCUSSION, IMPLICATIONS, RECOMMENDATIONS ................................99

Introduction………………….…………………..….................. .......................................99

Summary of the Results………………….…………………..….................. ..................100

Leadership Development Guidelines Implications.…….……..…… ..............................100

Time Management and Potential Prospects Implications…………. ...............................101

Role Identity and Conflict Management Implications..……………. ..............................102

Stages of Individual Leadership Development Implications………. ..............................103

Discussion of the Results in Relation to Research Questions and Literature of

the Study……………………..…………………..…………. .............................105

Discussion of the Results in Relation to Research Question 1….… ...............................105

Discussion of the Results in Relation to Research Question 2…..… ..............................108

Discussion of the Results in Relation to Literature of the Study….... .............................112

Theme 1. Vision and Leadership Empowerment .............................................................112

Theme 2. Performance and Feedback ..............................................................................113

Theme 3. Efficiency and Conflict Management ..............................................................114

Theme 4. Operational Communication in the Workplace ..............................................115

Conclusions Based on the Results ...................................................................................116

Comparison of Findings with Theoretical Framework and Literature ............................117

Interpretation of the Findings...........................................................................................118

Limitations .......................................................................................................................119

Implications for Practice ..................................................................................................120

Recommendations for Further Research ..........................................................................122

Conclusion .......................................................................................................................123

REFERENCES ............................................................................................................................125

STATEMENT OF ORIGINAL WORK………………………………………... .......................139

APPENDIX A. PROFFESSIONAL PARTICIPANTS INTERVIEW QUESTIONS .................141

APPENDIX B. ASPIRING EXECUTIVES INTERVIEW QUESTIONS..................................142

APPENDIX C. STANDARDIZED OPEN-ENDED QUESTIONS ............................................143

APPENDIXD. FOCUS GROUP DISCUSSIONS .......................................................................144

List of Tables

Table 1. 25-Item Leadership Development Diagnostic Survey Tool ............................................57

Table 2. Document Analyses .........................................................................................................60

Table 3. LDDST Participants Ranking ..........................................................................................65

Table 4. Participants Demographics ..............................................................................................82

Table 5. Leadership Clustered Themes ..........................................................................................85

List of Figures

Figure 1. Plan A vision four areas of leadership development ......................................................12

Figure 2. Theoretical framework of nontraditional leadership development of “Plan

A” vision...………………………………………………………………………… ...............30

Figure 3. Leadership themes ..........................................................................................................87

Figure 4. Leadership development guidelines tools…………………………………………... 110

Figure 5. Time management development tools………………………………………………. 110

Figure 6. Roles identity development tools .................................................................................111

Figure 7. Stages in leadership development tools……………………………………………... 112

CHAPTER 1. INTRODUCTION

Introduction to the Problem

This study addresses the shortage of highly skilled new leaders who can

efficiently manage the activities of nonprofit organizations as current leaders and board

executives transition out of leadership positions (Austin, Regan, Samples, Schwartz, &

Carnochan, 2011; Kahnweiler, 2013; Wilson & Lau, 2011). This leadership shortage

occurs because aspiring executives do not make use of proper management leadership

techniques for the management of nonprofit organizations (Froelick, McKee, & Rathge,

2011; Kasper, 2008; Kramer & Nayak, 2013; McCready, 2011). For this study, the term

aspiring executives represent potential leaders interested in filling leadership positions in

nonprofit organizations. These new leaders embraced “Plan A” vision leadership training

on the utilization of nontraditional leadership development techniques for the

management of nonprofit organizations (Austin et al., 2011; Kahnweiler, 2013; Kramer &

Nayak, 2013; Wilson & Lau, 2011).

According to Kramer and Nayak (2013), a “Plan A” vision characterizes a

nonprofit organization’s linkage between strategic plans and leadership support that

reflect the development of steps that can enhance leadership capacities, refine and define

leadership roles, and design processes that can ensure the development of new

competencies toward organizational sustainability. In addition, Kramer and Nayak (2013)

stated that nonprofit organizations must incorporate unique characteristics of the “Plan A”

vision into their leadership development techniques to prepare aspiring executives to fill

nonprofit organizations’ leadership positions. Other studies (Adams, 2010; Van Velsor,

McCauley, & Ruderman, 2010) suggested that the lack of understanding the importance

of using suitable leadership development techniques threatens the interest of aspiring

executives in becoming motivated and well prepared to seek leadership positions within

the nonprofit management team. In this study, the term leadership development

techniques represent supportive system techniques structured on a “Plan A” vision for the

professional development of aspiring executives in nonprofit sectors (Kramer & Nayak,

2013).

Furthermore, Collins and Holton (2004) stated that leadership development had

not received much attention from nonprofit board management. Austin et al. (2011),

Kahnweiler (2013), and Kramer and Nayak (2013) all agreed that aspiring executives’

lack of interest in seeking leadership roles within nonprofit organizations is attributable to

the use of traditional leadership development techniques for incoming organizational

leaders. They maintained that traditional leadership development techniques are

insufficient for preparing aspiring executives for leadership positions because the context

of traditional leadership development training framework is limited. For the most part,

traditional leadership development techniques involve short-term in-service management

training and thus account for the lack of motivation among aspiring executives to seek

higher roles in nonprofit organizations. The limitations associated with the traditional

leadership development techniques also account for the departure of valuable nonprofit

aspiring executives to for-profit organizations, thereby lowering the number of qualified

executives’ personnel to fill future organizational leadership positions (Austin et al.,

2011).

According to Austin et al. (2011), leadership development approaches for

aspiring executives should apply the nontraditional leadership development techniques of

“Plan A” vision framework to better develop, assist, prepare, and motivate aspiring

executives to assume leadership roles within nonprofit management teams. Kramer and

Nayak (2013) maintained that leaders of nonprofit organizations must incorporate the

unique characteristics of the “Plan A” vision framework into their leadership

development techniques to prepare highly skilled new leaders to fill leadership positions

in the nonprofit sectors. Kramer and Nayak (2013) recommended that four contextual

areas of the “Plan A” vision techniques used within nontraditional leadership

development settings be explored and interpreted to improve organizational leadership

transition, which are: (a) Leadership development guidelines, (b) Time management and

potential prospects, (c) Role identity and conflict management, and (d) Understanding

stages of individual leadership development.

Santora, Sarros, and Esposito, (2010) stated that organizational leaders should

embrace different development techniques for the workforce that may include using

external leadership development professional. Currently, nonprofit in-service workshops

used for followers’ development do not impact new leaders’ growth to understand

management leadership functions. The inability of many organization board executives to

establish new leaders’ training department with the focus on developing future leaders

through a competency-based approach may be responsible for the departure of the

nonprofit internal skilled workforce to for-profit organizations. Therefore, applying

effective development programs to train incoming leaders who may replace long-time

leaders should be a positive concept as not taking necessary steps to create or develop

effective leadership development techniques for organizational new leaders could create

highly skilled employee loss and hinder nonprofit services delivery to communities of

interest.

In addition, “Plan A” framework encourages leader-follower operational

communication, goal setting, teamwork processes, leadership support, problem-solving

skills, planning and supervisory skills (DiPaolo, 2002; Hall & Hord, 2015). The process

of leadership transition in nonprofit organizations remains a growing concern in the

United States and across the globe (Helms, 2014; Mckee, & Froelick, 2016; Taylor,

Machado, & Peterson, 2008). According to Tierney (2006), nonprofit leadership

transitions have not improved acceptance of higher roles among incoming leaders. They

have instead created leadership shortage or deficit relative to the number of aspiring

executives not seeking leadership roles, as well as the extent to which current leaders

could not address the changing needs of leadership roles for incoming leaders. Kearns

(2004) stated that aspiring executive development is a problem that has created an

increased interest in leadership transition and leadership capacity building for many

nonprofit organizations. This problem involves both current leaders and aspiring

executives.

For current leaders, the processes of transitioning out of leadership positions and

the acceptance of leadership roles among incoming leaders have not been encouraged.

This lack of encouragement has presented a shortage of skilled new leaders who can

better manage the activities of existing nonprofit organizations (Austin et al., 2011;

Kahnweiler, 2013; Wilson & Lau, 2011). This shortage occurs because aspiring

executives lack the leadership skills needed in organizational settings to manage

nonprofit organizations (Kramer & Nayak, 2013). Furthermore, current leaders are not

applying nontraditional leadership development processes to effectively coach, mentor,

motivate and support incoming leaders to ensure they are better prepared academically

and professionally to assume leadership roles in nonprofit organizations. Also, current

leaders are not providing aspiring executives with insights into the essential elements of

leadership responsibilities that center on effective management of human capital and

organizational resources to execute organizational goals and visions (Allen, 2002).

For the aspiring executives, there appear to be some factors contributing to their

lack of interest in seeking management roles within the nonprofit sectors. These factors

may include the absence of leader and follower operational communication, goal setting,

teamwork process, leadership support and problem-solving skills, planning, and

supervisory duties (DiPaolo, 2002; Hall & Hord, 2015). Aspiring executives’ lack of

understanding regarding ways to make use of relevant leadership development roles for

the management of nonprofit sectors operations is a hindrance to the leadership

transition. Thus, it has significantly contributed to aspiring executives loss of interest in

seeking leadership roles in the nonprofit sectors (Froelick, McKee, & Rathge., 2011;

Kasper, 2008; Kramer & Nayak, 2013; McCready, 2011). In addition, nonprofit board

management not implementing leadership development training for aspiring executives is

responsible for new leaders’ lack of understanding of organizational leadership

responsibilities. These include organizational management, leadership processes of

operations, accountability, and managerial skills development that assisted long-time

leaders to do well in organizational management and leadership functions (Gilley, Dixon,

& Gilley, 2008). Tierney (2006) further maintained that the lack of a clear understanding

of organizational leadership direction of nonprofit operations by aspiring executives in

the workforce is responsible for leadership transition problems and leadership personnel

shortage within the not-for-profit sectors. Other studies (Adams, 2010; Van Velsor et al.,

2010) maintained that the lack of proper understanding regarding the importance of using

relevant leadership development skills equally threatens the interest of aspiring

executives toward becoming more motivated and well-prepared to assume leadership

positions within the nonprofit leadership team.

Background of the Study

Leadership professionals have pointed out three problem areas associated with

leadership transition: (a) the misalignment among the traditional workplaces, (b) the

adoption of traditional leadership development approaches for training aspiring

executives, and (c) the neglect of the new era of leadership development that focuses on

nontraditional techniques in the mostly nontraditional workforce (Benko & Weisberg,

2007; Jaskyte, 2004). Recent studies (Austin et al., 2011; Kahnweiler, 2013; Kramer &

Nayak, 2013) have suggested that the lack of interest among incoming leaders or aspiring

executives to accept nonprofit leadership positions is attributable to the limitations of the

traditional leadership development techniques currently in use for incoming leaders’

development. The impact of traditional leadership development techniques is insufficient

to prepare incoming leaders for leadership positions, as the context of the training

framework is limited. For the most part, traditional leadership development techniques

involve short-term in-service management training and thus account for the lack of

interest among aspiring executives to seek higher roles in nonprofit organizations. The

limitations associated with traditional leadership development techniques also account for

the departure of valuable nonprofit aspiring executives to for-profit organizations, thereby

decreasing the number of highly skilled new leaders to seek nonprofit management

positions (Austin et al., 2011; Santora et al., 2010).

Need for the Study

The study is necessary because clarity is needed for the supportive system

techniques used within nontraditional leadership development settings to encourage new

leaders to accept leadership positions and responsibilities within the nonprofit sectors

(Austin et al., 2011; Morin & Renaud, 2004). There are high levels of uncertainty

concerning the unique characteristics of the “Plan A” vision that form the supportive

system techniques used within the nontraditional leadership development settings for new

leaders’ development (Austin et al., 2011; Kramer & Nayak, 2013; Santora et al., 2010).

Therefore, the study learned new things about the unique characteristics of the “Plan A”

that form the supportive system techniques used within nontraditional leadership

development by exploring techniques and gained an in-depth understanding of the four

contextual areas of the supportive system used within nontraditional leadership

development settings. The study will contribute to the body of knowledge regarding the

relevant characteristics of supportive system techniques used to better train and motivate

highly skilled aspiring executives to fill leadership roles within nonprofit management

teams. The study focused on providing information concerning ways aspiring executives

could assume leadership roles in nonprofit organizations and discourage the exodus of

skilled aspiring executives to for-profit organizations (Van Velsor et al., 2010).

Morin and Renaud (2004) stressed the need for an in-depth understanding of

leadership development, policies, programs, and applications, as well as the potential to

increase workforce loyalty and adhere to uniformed organizational culture. For that

reason, an exploratory-interpretive case study design was used to gain an in-depth

understanding of the opinions of research participants in the context of the four

supportive system techniques of nontraditional leadership development. The United

States nonprofit sector is witnessing skilled leadership personnel shortage as aspiring

executives capable of leading nonprofit sector’s operations are not seeking leadership

positions. Organizations need people who can perform the organizational jobs, manage

organizations operations with skills and trained knowledge, exercise good judgment and

make responsible decisions to improve the business image and service delivery to their

communities of interest (Meilaender, 2000). Furthermore, retiring long-time leaders did

not mentor incoming leaders expected to lead organizations or occupy their positions, and

the attitude has a significant impact on the future survival of nonprofit leadership (Benko

& Weisberg, 2007). Avolio, Sosik, Jung, and Berson (2012) stated that the nonprofit

sector faces a shortage of highly skilled new leaders to occupy its organizational

leadership positions as current leaders and board executives transfer out of leadership

positions with a potential vacuum of leadership for many nonprofit organizations.

Leadership focuses on the task of influencing the workforce to adhere to uniform

operational guidelines of the organizations through the creation and sharing of goals,

values and ensuring attitudes to work more efficiently toward the achievement of

organizational goals and visions. Leadership influence inspires the workforce to execute

organizational goals. These attributes are essential assets to an organization’s leaders, and

leadership skills and abilities are critical for modern organizational leaders to gain critical

capabilities for working in complex and competitive organizational environments (Jones

& George, 2003). The introduction and application of leadership skills and crucial

capabilities pose difficulties for many leaders of nonprofit organizations who seek to

attract new leaders because significant time and resources are required to develop

potential candidates (Tierney, 2006). Leadership development conceptualization tends to

focus on leaders’ skills and abilities (i.e., competencies), the importance of which need

not be overlooked now that nonprofit sectors are seeking new leaders to replace retiring

leaders (Morin & Renaud, 2004).

According to Collins and Holton (2004), leadership transition for organization

leaders remains a problem that must be resolved through documented studies. Proper

information concerning responsibilities to improve leadership intervention and retention

at executive levels needs sharing to ensure the survival of nonprofit sectors operations.

Manderscheid (2008) noted that empirical research documenting leadership development

interventions for incoming organization leaders’ preparations for leadership roles and

leadership transition had not been developed. Retiring nonprofit sector leadership teams

failed to provide documented leadership development training processes to assist

incoming workforce development, thereby leading to a decline in the number of new

leaders for nonprofit sector management (Eisenberg, 2007; Luthans, 2002; Tierney,

2006). Leadership development represents the training of followers to be effective in

carrying out managerial roles through positively influencing workforce to execute

organizational duties. Contributing to the understanding of knowledge-based

applications, skills, and attitudes required in organizational management. It encompasses

every stage of development in the life cycle of followers by promoting, encouraging and

supporting the expansion of knowledge, and it optimizes incoming leaders’ competence

and performance (Van Velsor et al., 2010). Therefore, the study focus is to provide an in-

depth understanding of the four contextual areas of supportive system techniques using

an exploratory interpretive case study.

In addition, this study intends to contribute to the knowledge base of nonprofit

succession planning by revealing the true potential and weakness of the four supportive

system techniques that may provide opportunities to encourage aspiring executives to

seek leadership roles within nonprofit management teams. Incoming nonprofit leaders

will be more informed regarding leadership transition practices and approaches, thereby,

improving the retention of leaders for nonprofit sectors (Genis, 2008; Brutus, Ruderman,

Ohlott, & McCauley 2000; Van Velsor et al., 2010). The knowledge regarding ways to

effectively coach, motivate, support and develop aspiring executives to assume leadership

roles in nonprofit organizations remains critical. The best leadership development

techniques are those that provide developmental opportunities, as well as those that

produce lasting changes in workforce behavior (D. L. Kirkpatrick., & Kirkpatrick, 2009).

The task of achieving such success rests on nonprofit leaders and leadership

development professionals’ ability to apply techniques and program acceptance

throughout the organization (Morin & Renaud, 2004). Practical implications are the

possibility to avert shortages of new skilled leaders for nonprofit organizations by

revealing the importance of nontraditional leadership development techniques structured

in a “Plan A” vision (Austin et al., 2011). This study may (a) help nonprofit leaders

become more informed regarding leadership transition, (b) provide practices and

approaches that improve the attraction and retention of new leaders for the nonprofit

sectors, and (c) contribute to the body of knowledge concerning the relevant

characteristics of supportive system techniques used in motivating skilled aspiring

executives to assume leadership roles within the nonprofit management team by utilizing

an exploratory-interpretive case study design.

Purpose of the Study

This study purpose is to explore and interpret the unique characteristics of “Plan

A” vision supportive system techniques used within nontraditional leadership

development settings to develop aspiring executives to serve in nonprofit leadership

positions (Austin et al., 2011). By extension, it is critical to this study’s purpose to

identify the boundaries and gain an in-depth understanding of the four contextual areas of

supportive system techniques used within nontraditional leadership development settings

(Kahnweiler, 2013; Wilson & Lau, 2011; Yin, 2017). The study will contribute to the

body of knowledge concerning the relevant characteristics of supportive system

techniques presented in Figure 1, used to motivate highly skilled aspiring executives to

seek leadership positions within the nonprofit management team. Figure 1 demonstrates

the four contextual areas of supportive system techniques used within nontraditional

leadership development settings of a “Plan A” vision.

Several studies (Adams, 2010; Manderscheid, & Ardichvili, 2008) have

recommended the need for current or long-time leaders to support new leaders in their

leadership transitions across many organizations, including the nonprofit sector. They

argued that when long-time leaders refuse to support aspiring executives or incoming

leaders development within organizations, it can attract public opposition to their desire

to continue working after retirement due to the lack of capable new leaders to manage

nonprofit sectors activities. Austin et al. (2011) maintained that new leaders had not been

provided with organizational leadership roles and advancement opportunities needed in

leadership positions. Long-time leaders were not supporting or promoting aspiring

executives’ leadership growth to carry out nonprofit leadership responsibilities. Also, they

did not adapt nontraditional leadership development techniques of “Plan A” vision to

support the development of aspiring executives even though nontraditional leadership

development approaches are perceived to improve the development and retention of

skilled new leaders to accept leadership roles for nonprofit organizational management.

Figure 1. “Plan A” vision: Four areas of leadership development

Significance of the Study

The study’s primary goal is to explore and interpret a “Plan A” vision with four

supportive techniques for leadership development for incoming organizational leaders.

The study provides data to help improve aspiring executives’ leadership training, as well

as the implementation of organizational and developmental management skills (Lorsch,

2010). The study also provides a window for understanding “Plan A” vision approaches

strengths over traditional development limitations to nonprofit management teams and

leadership professionals that leaders may draw upon and apply for aspiring executives’

leadership development. The study findings provide insight into the essential elements of

leadership development techniques, including encouragement, motivation, and support,

which must be used within nontraditional leadership development settings (Allen, 2002).

The findings might provide information regarding ways to effectively coach, motivate,

support, and develop aspiring executive leaders. Such knowledge will assist new leaders’

development academically and professionally to assume leadership roles in nonprofit

organizations. Thus, the findings from the study will provide bases for leadership

curriculum design, methods for providing leadership development training and how

leadership consultants offer their expertise during nonprofit sector leadership transition.

The significance of this study rests upon its focus to provide an understanding of

“Plan A” Vision's four supportive system techniques structured in nontraditional

leadership development for nonprofit aspiring executives’ management leadership

development. The plan could provide the basis for leadership curriculum design,

influence the ways leadership development training will be provided and explain the way

leadership consultants should provide their expertise during nonprofit sector leadership

transition. In addition, the study attempts to provide insight into the essential elements of

leadership development techniques, including encouragement, motivation, and support,

which must be used to improve new leaders development and retention (Allen, 2002).

Furthermore, the study will shed light on the traditional leadership development

weaknesses by uncovering any uncertainty about the unique characteristics of a “Plan A”

vision structuring the supportive system techniques used within the nontraditional

leadership development settings (Austin et al., 2011; Kramer & Nayak, 2013; Santora et

al., 2010).

The benefits of the study include: (a) acquiring knowledge from nontraditional

leadership development specifically relating to the nonprofit leadership transition, which

may be responsible for current nonprofit leaders applying leadership transition techniques

to address the shortage of new leaders in the nonprofit sectors (Day, Harrison, & Halpin,

2009), (b) having an in-depth understanding of the characteristics of a “Plan A” vision

that might contribute to professional leadership consultants’ concepts to strengthen the

leadership development training of incoming nonprofit sector executives (Hernez-

Broome & Hughes, 2004), (c) gaining insight information for nonprofit board executives

regarding leadership development techniques that will be communicated to departmental

leaders to strengthen the development of aspiring executives and maintain effective

leadership transition for nonprofit sectors (Van Velsor et al., 2010), (d) provide aspiring

executives with a window of opportunity to see their leadership development and

retention in nonprofit sectors to encourage them to remain with nonprofit organizations

rather than move to for-profit organizations (Austin et al., 2011), (e) understand leaders

decisions that affect organizational policy, administration, workforce, and resources, as

well as the management of public perception of the entire organization, as leaders are

responsible for collecting and evaluating information within the context of organizational

settings, and (f) document information for leaders regarding long- and short-term

decision-making processes involving organizational operations and provide a clear

understanding of the opportunities to effectively deal with multiple organizational issues

and policies (Eberlin & Tatum, 2008).

Research Questions

1. What are the distinctive characteristics of supportive system techniques structured on

a “Plan A” vision used within nontraditional leadership development settings for

building the capacity of aspiring executives?

2. How have leadership development guidelines, time management, potential prospects,

role identity, conflict management and individual leadership development stages

served as effective supportive system techniques in nontraditional leadership

development settings to better motivate aspiring executives to assume leadership roles

within nonprofit management teams?

Definition of Terms

Aspiring executives: Potential leaders who are interested in becoming highly

skilled to fill leadership positions in nonprofit organizations and are thereby committed to

undergoing long-term or ongoing leadership training on the utilization of nontraditional

leadership development techniques for the management of nonprofit organizations

(Austin et al., 2011; Kramer & Nayak, 2013).

Empowerment: Granting or equipping followers with leadership knowledge to

lead and manage organizational resources properly through the identification of

conditions that foster effective leadership in the workplace (Charan, Drotter, & Noel,

2001).

Leader development: Workforce training to acquire both formal and informal

leadership knowledge useful to manage organizational operations involving human

capital, resources, and creating alignment and maintaining commitments in the workplace

(Van Velsor et al., 2010).

Leadership: Influencing followers’ actions, communicating vision, duties, and

responsibilities for the proper execution of organizational programs. In addition,

rewarding good work as a means of encouraging followers to do more for the

organization and laying a foundation focusing on the future well-being of the

organization; encouraging followers to make effective use of their skills and

organizational resources to meet expectations and goals for business success (Jones &

George, 2003).

Leadership development techniques: Operationally defined in this study as

supportive system techniques structured on a “Plan A” vision for professional

development as a way of identifying and developing potential leaders for capacity

building, enhancement of critical leadership skills and managerial networking functions

toward the sustainability of nonprofit organizations (Day, Zaccaro, & Halpin, 2004;

Kramer & Nayak, 2013).

Leadership experiences: Leaders exchange of operational knowledge acquired by

followers while mastering the organizational management and leadership positions

without prejudgment, bias, or any predetermined set or orientation (Blanchard, 2015).

Nonprofit organizations: Organizations formed and granted tax-exempt under the

United States Department of Internal Revenue Service with Code Classification 501(c)

(3) (Internal Revenue Service, 2014).

Nonprofit attributes: Opinions, worldviews, and knowledge of leadership

expectations and interpretation of management styles (Kramer & Nayak, 2013).

Research Design

The qualitative case study research design (Noor, 2008; Merriam, 1998; Stake,

1995; Yin 1981, 2003) was chosen because the study was intended to gain an in-depth

understanding of the complex context of four supportive system techniques used within

nontraditional leadership development settings (Austin et al., 2011). According to Austin

et al. (2011), these four supportive system techniques are (a) leadership development

guidelines (b) time management and potential prospects (c) role identity and conflict

management and (d) understanding stages of individual leadership development. Case

study research is used in many situations to contribute to the understanding of an

individual unit of a phenomenon, group process, social setting, organizational context or

political issue, including exploring and interpreting the unit of cases and seeking the

outcome of an event (Yin, 2017). Regardless of the field of interest, case study research

arises from the researcher’s desire to understand, explain, explore and interpret a complex

social phenomenon. The explanatory case study approach might incorporate quantitative

data to aid in hypothesis testing and measures of correlation for populations of cases

(Flyvbjerg, 2011), but the phenomena of the study’s interests must be explored to

generate the hypotheses for further investigation.

Quantitative multivariate analyses (Osborne, 2008) were not considered for this

study because a review of the literature suggested that there is limited understanding of

the unique features of supportive system techniques structured on a “Plan A” vision used

within the nontraditional leadership development settings (Adams, 2010; Kramer &

Nayak, 2013). Austin et al. (2011) showed a high level of uncertainty regarding the way

each specific component of the four complex supportive system techniques used in

nontraditional leadership development settings are effective to motivate aspiring

executives to assume leadership roles within the nonprofit management team. For this,

the quantitative multivariate analysis (Osborne, 2008) was not selected, as the

phenomena of interest were not clearly defined regarding their constants to examine the

relationship between two or more variables while simultaneously controlling for other

variables (Johnson & Christensen, 2010). Furthermore, Yin (2017) stated that in-depth

analysis of exploratory cases study using different data collection sources usually

generates rich data that could provide an understanding of the phenomena of interest.

Going by Yin (2003) position to the exploratory case study, the “what” and “how” types

of questions were used to frame the research questions set forth for the study.

Yin (2003) argued that when a high level of uncertainty surrounds a phenomenon

of interest, the exploratory case study serves as a suitable approach. Merriam (1998)

added that if the high level of uncertainty regarding the phenomenon of interest also

requires an in-depth understanding of the information-rich data, the interpretative case

study might be used to generate suggestive relationships among variables. For example,

the exploratory-interpretative case study was used in a study that examined limited

understanding of e-learning environments (Mahmood & Ferneley, 2006). The

exploratory-interpretive case study design was equally used to gather information on the

utilization of feedbacks in management accounting firm or workplace (Pitkänen &

Lukka, 2011). Furthermore, exploratory-interpretative case study approach was used in

the study that identified management procedures necessary to address organizational

culture differences; including gaining an in-depth understanding of socially constructed

challenges of collaboration in information technology partnerships (Marschollek & Beck,

2012).

Merriam (1998) posited that when a case study’s overall intent is interpretative,

rich descriptions of data might be gathered to conceptualize categories, relationships

among variables toward theory building, or to challenge assumptions held before the data

collection. The complex context of the four supportive system techniques used within

nontraditional leadership development settings serves as unique case features for case

study data collection. Merriam (1998) stated that case study applies many methods to

generate research data with the intent to gather data to create meaning and general case or

cases information. The case study approach is used to obtain data related to specific case

or cases of research interest. In addition, Clissett (2008) maintained that qualitative case

study could be used to explore research case features. Further, qualitative case

approaches are intended to gather data through the application of an in-depth

investigation of a phenomenon of interest (Grant, 2008). A case study is used to explore

research phenomenon of interest. The research phenomenon of interest involved the study

case or cases for data collection (Patton, 2002). Case study design might be used for

gathering information regarding an object of study, clarify concepts, and increasing

knowledge building from research participants’ opinions of the cases of interest

(Churchill, 1988).

Case study approaches can ensure the collection of data from natural settings and

engage participants to get a full account of their experiences from one specific event or

their views concerning a topic of research interest (Creswell, 2009). Qualitative methods

apply a complex process that focuses on the use of “how,” “why,” and “what” questions

to gather information to address the research topic of interest (Leary, 2004). Case study

methods allow the researcher the opportunity to obtain face-to-face information, conduct

interviews and document analysis from participants that support the issue being studied at

their convenience with the assurance that they will undoubtedly be treated with dignity

and respect. Focus group, another case study approach used to gather research

participants’ viewpoint regarding research cases ensures freedom of expression for

participants to give full accounts of how much they know about a case or cases of interest

for documentation and reporting. The utilization of exploratory-interpretive case study

design for the study generated different data focused on understanding nontraditional

leadership development techniques (Berg, 2007).

Assumptions and Limitations

Assumptions

The study made several assumptions, including gaining in-depth understanding of

the unique features of the four components of supportive system techniques structured of

“Plan A” vision framework may create knowledge expansion for nonprofit leaders,

professional leadership consultants, nonprofit board management, and aspiring executives

regarding leadership development supportive system techniques used within

nontraditional leadership development settings. In addition, useful information can be

gained from the literature reviewed that favors aspiring executives support by their

leaders as effective techniques for management leadership development in nonprofit

sectors to address the shortage of new leaders that many nonprofit sectors face with the

retirement of long-time leaders. The typical assumption is that research concepts will be

explored and interpreted using a subset of the population as research participants to

collect data that will be used to provide an in-depth understanding of leadership

development techniques for aspiring executives in nonprofit sectors.

The following assumptions were made: (a) these study participants will not be

influenced, coerced, or distracted with other matters related to leadership in their

organization while providing what they know about “Plan A” vision leadership

development approaches, (b) research participants will provide honest and sincere

information that could be used for reporting, (c) data from surveys, intensive (in-depth)

interviews, document analysis, and focus group discussions with research participants

could provide or reveal useful information to document effective leadership transition for

nonprofit organizations and capture both insightful and in-depth understanding of

leadership development supportive system techniques of nontraditional leadership

development techniques as a means of getting aspiring executives into leadership roles in

nonprofit sectors, (d) applying interview methods for data collection could reduce

unintentional influences or researcher’s bias throughout the research process of data

collection (Merriam & Tisdell, 2015), and (e) case study documents contain multiple

pieces of evidence within a bounded system, which can provide rich text contexts for

reporting (Gillham, 2010).

Limitations

The limitations of this study rest on its scope to generate data from only two

groups of participants: (a) leadership professionals using nontraditional leadership

development approaches in their leadership transition development and (b) aspiring

executives who benefited from nontraditional leadership development from the state of

Georgia. This excludes the participation of the general population inside and outside of

Georgia. For this reason, the research results could not represent the views of the larger

population in the United States. It solely includes the selected group of participants

surveyed and interviewed to gain insight into information-rich perspectives. Therefore,

the findings of this study could not be generalized beyond the scope of the study data

collected using case study multiple data collection sources.

Additional Limitations

Researcher bias can serve as a case study limitation when conducting qualitative

research. The data collection methods of case study may also pose potential biases on the

assumptions, beliefs, and perceptions of the research process (Creswell, 1998). I am a

long-time chief operating officer of a nonprofit organization in the state of Georgia, as

well as a former business development manager (BDM) of a reputable financial

institution in commercial and retail banking. This background may shape the way

research data is interpreted to obtain study results. The background influence was not a

problem, and it did not affect the interpretation of the generated research data. This study

data interpretation bias was reduced by applying “empathy neutrality,” including

member-checking and peer examination strategies. According to Patton (1990), empathy

neutrality allows persons who are researching to maintain a professional line of duty

during data collection with research participants and report the exact information

gathered from the participants’ points of view.

Despite these limitations, there was no need to redesign this study as the first

limitation was inherent to qualitative study, and it was addressed by providing sufficient

contextual information to facilitate research findings (Yin, 2014). The second limitation

was partially addressed by using data source triangulation, which facilitates better

understanding (Berg, 2007). The last limitation was addressed by using peer conferencing

and member- checking, comparing field notes with audio-recorded information taken

from all participants during data collection and ensuring that all data transcriptions were

returned to participants for review on a regular basis (Creswell, 1998). The research

limitations are due to the nature of the study. They are intricate and do not pose a threat to

the validity of the research.

Organization of the Remainder of the Study

The study remaining chapters is comprised of four chapters. The next chapter

involves literature review of the study or chapter 2. The study literature review provided

the foundation for exploring the approaches to new leader development in the nonprofit

sector. Information gathered from the reviewed literature assisted in the documentation of

gaps in knowledge building regarding the nontraditional leadership development

techniques that required further investigation in this study using participants’ opinions.

Chapter 3 covers the study methodology employed to collect and analyze data gathered

from multiple sources to address the research questions. This chapter also includes the

study design, data collection process, interview procedures, research participant

population and data analysis procedures. Chapter 4 outlines the study data analysis, and

Chapter 5, the study’s final chapter, discusses the conclusions, implications, and

recommendations for the process of leadership transition.

CHAPTER 2. LITERATURE REVIEW

Historical Perspective of Leadership Development

Leadership development is an integrated strategy that allows followers to relate to

other members of the workforce, maintain workforce commitments, develop individual

efforts and improve social networking by exercising self-understanding to an

organization’s missions, visions, and goals (Day, 2001). In contrast, leader development

was noted as an individually focused endeavor directed at enhancing followers’

understanding by building identity and support. Day and O’Connor (2003) investigated

this aspect of the development process. They stressed the importance of giving

challenging job assignments to incoming new leaders; working as a team; applying

executive coaching, mentoring and networking; and providing support aimed at

addressing the difficulties associated with leadership responsibilities.

Antonakis, Cianciolo, and Sternberg (2004) investigated the leadership

development problems that focused on communication, expectations, directions,

procedures, and organizational objectives. They stated how competitive services

maintained within the organization involved the input from followers developed and

supervised by leaders. They also explained how leadership development programs using

informal or nontraditional development opportunities outside the context of existing

traditional leadership development process might improve nonprofit organizations

leadership transition (Antonakis et al., 2004). Further, they maintained that traditional

leadership development techniques were insufficient for preparing aspiring executives for

leadership positions, as the context of training framework was limited. Traditional

development present short-term, in-service management training of leadership

development approaches, which accounts for the lack of motivation among incoming

leaders to seek higher roles in nonprofit organizations. The limitations associated with the

traditional leadership development techniques also account for the departure of valuable

aspiring nonprofit executives to for-profit organizations, thereby lowering the number of

qualified incoming leaders in the future for nonprofit organizations (Austin et al., 2011;

Santora et al., 2010). For that reason, Austin et al. (2011) stated that traditional leadership

development techniques be replaced with four contextual supportive system techniques

used within nontraditional leadership development settings to better prepare, develop, and

motivate aspiring executives to assume leadership roles within the nonprofit sector.

The review highlighted leadership development as a process that provides

learning that produces enduring developmental changes in the followers’ behavior (D. L.

Kirkpatrick & Kirkpatrick, 2009). The achievement of such success depends on the

ability of the current leaders to provide support and program acceptance to new leaders

throughout the organization (Morin & Renaud, 2004). Leaders must encourage followers

to seek and benefit from their mentorship, which should be directed at enhancing

knowledge, skills, abilities, effectiveness, and commitment to organizational work

performance (Northouse, 2018). The greatest achievement of leadership development lies

in ensuring that followers are assisted so they can effectively perform organizational

duties according to established standards (Bass, 1990: Taylor, Machado, & Peterson,

2008). Efforts must be directed to ensure good leadership, workforce retention, resource

management and workplace safety while adapting to organizational change (Antonakis et

al., 2004).

Peters, Fernandopulle, Masaoka, Chan, and Wolfred (2002) stressed the need for

leaders to work with aspiring executives using different developmental approaches to

improve leadership understanding and motivation for incoming leaders to close current

leadership gap in the nonprofit sector. These approaches include aiding assistance

communicating clear information so that new leaders may understand leadership

responsibilities, serving as mentors and applying motivational processes that allow

aspiring executives to accept leadership challenges with confidence. There are different

approaches through which nonprofit organizations leaders conduct training and

development, but the reviewed data present little information-based knowledge related to

a “Plan A” vision four supportive system techniques of nontraditional leadership

development. The nonprofit leadership shortage and leadership transition problems have

seen leadership development professionals welcome the use of lifelong learning

procedures that document success in the character-building process of new leaders.

Lifelong learning empowers, employ, develop and encourage supportive opportunities for

leaders within the organization to new leaders (Antonakis et al., 2004). According to

Antonakis et al. (2004), nontraditional leadership development techniques have

documented leadership transition capabilities for improvement through the supportive

systems development opportunities.

Moving forward, leadership development experts have embraced a new approach

known as the “Plan A” vision. This style of leadership development has provided experts

with information that leads them to accept new opportunities to develop workforce

outside existing in-service development training using organizational vision. Thus,

individuals seeking leadership positions need support, motivation, and proper information

from organizational leaders. Kramer and Nayak (2013) contended that nontraditional

leadership development using the “Plan A” vision provides leadership transition

guidelines by incorporating development processes using future leadership activities. The

new approach involves revealing the challenges that tomorrow’s organizational leaders

might face, and then systematically applies developmental leadership approaches that

address the needs of followers who may have true leadership potential (Kramer & Nayak,

2013).

Kramer and Nayak (2013) stated that there is a clear need to move away from

procedures considered ineffective in modern-day leadership development and a trend

toward principles that uphold effective development processes for aspiring executives to

replace retiring leaders. Hortho and Dowling (2010) advised organizations to seek new

leadership development opportunities to improve the transition process for aspiring

executives. Kramer and Nayak (2013) stated that nonprofit management should invest in

new leaders’ development to improve transition and achieve leader retention for the

sector as failure to develop new leaders properly will put the entire nonprofit operations

at risk. Long-time leaders have historically managed organizations using traditional

approaches that focused on a top-down style based on senior managers giving orders and

junior workforce members implementing them (Hickman, 2009). Organizational

hierarchies were intended to maintain a single line of authority. The process helped

leaders to manage a workforce with power and influence (Zhang & Spicer, 2014).

Many of today’s long-time leaders are satisfied with traditional workforce

development approaches, but few among current leaders who look for ways to end

organizational leadership shortage and maintain organizational sustainability are not.

They are instead adapting informal or nontraditional approaches to deal with leadership

transition problems (Benko & Weisberg, 2007). These leaders noticed nontraditional

leadership development uses lifelong learning to ensure success in the new leaders’

character-building process. It also empowers, employs, develops and encourages

supportive opportunities for incoming new leaders within the organization. Casserley and

Critchley (2010) saw the use of an informal or nontraditional process of leadership

development as a right step in the strategic direction of improving leadership retention

within organizations. Traditional approaches restrict the application of leadership

development early in aspiring executives’ careers due to limited training offering

(Hernez-Broome & Hughes, 2004).

Methods of Searching

Three leadership development theories were reviewed for this study. Creswell

(2009) maintained that a researcher should develop a search strategy to institute a

procedural pathway to organize sources and their content value. The integrated review

concentrated primarily on reviewing literature published in the fields of organizational

behavior, psychology and management leadership, as well as relevant peer-reviewed

articles and studies that documented information useful for inclusion in this study. The

theoretical review focused on theories and peer-reviewed studies that explained and

expanded the theories adopted for the study. Primary and secondary sources were

searched for content reliability and methodological approaches. Additional databases

searched included ProQuest, Social Science Direct, Saga Online Journal, ABI/INFORM

Global, Leadership Journals, Dissertation and Thesis Full Text, LexisNexis Academic,

PsycINFO and Google Scholar.

The process involved reviewing nonprofit leadership transition journals and

leadership development articles, as well as professional research participants’ notes taken

at transition workshops and seminars conducted for new leaders. To better satisfy the

intent of this study, the four contextual areas of supportive system techniques used within

nontraditional leadership development settings of a “Plan A” vision were reviewed using

literature that focused on leadership development and transitions. Multiple leadership

development techniques related to leader development processes involving different

methods were also examined to capture a more comprehensive view and understanding of

the study case or cases. The focus of this study was to explore and interpret the four

nontraditional areas necessary for new leaders leadership development. For that reason,

leadership transition implementation and strategic management process of operations

articles were reviewed. Furthermore, management skills development that supports

leadership development were equally considered. The integrated review approach

involved examining leadership transition articles and studies published between 2000 and

2018.

Theoretical Orientation of the Study

Three key concepts that underpin the theoretical framework for the studies were

(a) Supportive system leadership development theory, (b) Nontraditional leadership

development theory, and (c) “Plan A” visions of leadership development theory. The

term nontraditional leadership development was coined to create familiarity with

informal leadership development approaches. Nontraditional leadership development

techniques importance comes from their ability to recognize, validate, and embrace the

changing environments for organizations’ operations. Nontraditional leadership

development process offers scalable development opportunities for the workforce that

traditional leader development opportunities cannot. Leaders also maintain that

nontraditional leadership development approaches empower, employ, develop and

encourage supportive opportunities from leaders to their followers within the

organization (Antonakis et al., 2004). These three key theories presented in Figure 2 were

interrelated in the context of revealing developmental needs associated with leadership

development for aspiring executives in the nonprofit sector. These needs include assisting

the researcher in gaining knowledge about the four areas of research interest used within

nontraditional leadership development settings (Austin et al., 2011). Figure 2 provides a

visual interpretation of the theoretical foundations supporting the study of nontraditional

leadership development of a “Plan A” vision.

Figure 2. Theoretical framework of nontraditional leadership development of a “Plan A”

vision

Supportive Systems Leadership Development Theory

Supportive Leadership

Supportive leadership is a managerial function used to develop new leaders by

assigning tasks and then receiving the results or feedback. Supporting leaders work

through the functions with workforce or aspiring executives to improve skills and talent

until the manager is confident that specific tasks will be done correctly by incoming

leaders, thus fully empowering the follower to work alone to execute organizational

functions in a given area. Supportive leadership enables managers to apply reasonable

consideration and friendliness working with followers to win their loyalty (Yukl, 2013).

According to Yukl (2013), supportive leaders ensure workforce development include: (a)

receiving workforce with a positive attitude, (b) being considerate always, (c) treating

followers as unique members of the organization, (d) presenting organizational jobs or

duties to team members with proper information, (e) applying team spirit when giving

instructions or explanations, (f) providing support to followers needing assistance on the

job, and (g) expressing confidence in the job execution by the workforce.

Supportive systems leadership technique is a leadership style found in the path-

goal theory that leaders adopt when the workforce lacks motivation and faces challenges,

frustration and stressful situations in carrying out its duties (Hortho & Dowling, 2010).

The approach is aimed at building followers’ morale and skills to accept higher roles in

the organization (Gilmore, 2003). According to the theory, a leader establishes the goal

for followers and sets forth the path for its achievement through the application of

leadership styles that include directing, participating and supporting followers’ skills

development (Jones & George, 2003). Lorsch (2010) positioned leaders’ role in satisfying

followers’ needs firmly in the center of his work analysis on the Managerial Implications

of Changing Workforce Demographics. He stated that followers’ must adhere to leaders’

information and communication relative to job execution as a means of respecting

leadership authority (Lorsch, 2010).

Leaders demonstrate supportive leadership by adapting supportive systems

leadership techniques meant to ease psychological stress on the followers. Supportive

system leadership shows a clear vision by explaining the importance of leadership

guidelines, role identity, time management and stages of individual leadership

development to followers, which aids in their understanding of leadership development

(Austin et al., 2011). The supportive theory is the art of (a) supporting or leading

followers in an organization toward achieving goals by influencing their behaviors with a

clear vision for the organization, (b) providing guidelines to followers through the work

process and (c) building morale (Robbins & Coulter, 2004). The following areas are

crucial to the supportive systems leadership technique:

Leadership Development Guidelines

Leadership development guidelines focus on aspiring executives’ behavioral

changes that could impact performance. The most effective leadership development

initiatives are those connected across levels of needs and built into the development of

followers’ skills and attitudes to sustain the developmental readiness in future work

experience (Lewis & Heckman, 2006).

Time Management and Potential Prospects

A supportive systems technique of time management and potential prospects

address workforce ability to manage both personal life and professional work time

properly through planning, balancing, and managing individual and group activities using

limited hours effectively. The application of time management provides a framework to

share ideas, distribute information tools, remove distractions, and grant opportunities to

the workforce to participate or focus on matters of interest every day. According to Day

(2001), applying proper managerial leadership directives toward the development of

followers to prioritize their limited working hours can assist increase workforce

productivity and reduce internal and external work-based risk and stress. Supportive

leadership development ensures program engagement by practicing foundational

corporate level leadership, including: (a) establishing personal and organizational

deadlines, (b) ensuring that all meetings have a specific purpose (c) delegating tasks

whenever possible to empower subordinates

Role Identity and Conflict Management

According to Gronn and Lacy (2004), identity relates to the way followers

perceive themselves among others in the workplace. McEwan (1997) stated that the goal

of conflict-management techniques is to empower followers to deal with workplace

issues of concern by applying reasonable accommodation of diversity. This process

strategically builds team trust, cooperation and consensus-reaching skills (McEwan,

1997). Conflict management is the ability of leaders to handle followers’ everyday

situations, which may include personal interactions involving differences of opinion

among organizational teams, promoting conflict resolution, as well as providing

relationship building among the workforce in the workplace (Reynolds, 1997).

Stages of Individual Leadership Development

Day (2001) stated two forms of leader development: (a) individual leader

development and (b) leadership development. Leaders’ development involved individuals

and their behavioral needs, and leadership development relates to the process of

developing followers to be effective in leading and managing organizations services

delivery to communities of interest. Stages of leadership development provide steps

necessary to develop incoming organizational leaders to understand leadership functions

within individual leader’s context (Garger, 2007). Dalakoura (2010) mentioned several

leadership strengths and developmental needs that should be in place, including

articulated management priorities, communication and a culture of leadership behavior at

all levels within the workplace. Therefore, new leaders must pay attention to important

leadership behaviors by closely observing the work character of other leaders, including

the identification of activities from leaders that improve performance (Berke, 2005).

Nontraditional Leadership Development Theory

Nontraditional leadership development approaches such as active, cooperative,

collaborative and problem-solving skills utilized to enhance new leaders’ development

for handling managerial responsibilities support the new leaders’ leadership transition.

These leadership development approaches are closely tied to helping groups of people

work together successfully with support from unconventional approaches (Benko &

Weisberg, 2007). According to Benko and Weisberg (2007), nontraditional is the new

tradition in leadership development. The importance of nontraditional techniques comes

from their ability to recognize, validate and embrace the future changing environment for

organizations by offering scalable development opportunities for the workforce that early

management opportunities or traditional approaches could not. According to Antonakis et

al. (2004), nontraditional techniques have documented leadership transition capabilities

for improvement through the combination of relevant work experiences and supportive

development opportunity contexts.

Kramer and Nayak (2013) contended that nontraditional leadership development

using the “Plan A” vision provided another leadership transition guideline by

incorporating development processes using future leadership activities. The new

approach involves revealing the likely challenges that tomorrow’s organizational leaders

will face, and then systematically applies developmental leadership approaches to address

the needs of followers who may have true leadership potential within the organization

(Kramer & Nayak, 2013). Traditional development approaches are typically organization

top management focused development process that involved in-house training. The

approach has been noted as failing to provide incoming leaders with leadership skills

needed to handle leadership responsibilities in the current workplaces (Benko &

Weisberg, 2007).

“Plan A” Professional Leadership Development Theory

Professional leadership development focuses on workforce leadership

development in the workplaces. The approach enables aspiring executives’ preparation to

manage organizations with a clear understanding of management responsibilities. The

process is equally used to address leadership programs with actionable tools, including

leading through organizational change and negotiation strategies. The plan also provides

insights into qualities that make exceptional leaders through the exploration of complex

issues, including self-awareness skills for building a coalition of effective operational

management, and capacity to help followers understand the organization’s managerial

functions to create a shared vision.

Many organizations have noticed that when effective leadership is in place,

performance improves in the areas of networking, workforce development, production,

and organization management. The effective handling of organizational resources and

workforce improvement by effective leaders has allowed different organizations to

embrace leadership development support and responsibility sharing among members to

create leader-follower relationships (Ancona, Malone, Orlikowski & Senge, 2009). The

“Plan A” vision of leadership development theory involves revealing the challenges and

needs that tomorrow’s organizational leaders will face, and then systematically applies

developmental leadership approaches to address the needs of followers who have true

leadership potential. The “Plan A” vision of leadership development approach differs

from those of traditional or early leadership succession plans, as they link strategy and

leadership need with a focus on the organization future needs (Kramer & Nayak, 2013).

McAlearney (2008) documented that leadership development must welcome leaders’

involvement in developing the workforce to embrace innovative ideas, decision-making,

time management and the promotion of teamwork.

Leadership development must focus on boosting employee morale and

emphasizing the development of followers as the means to motivate and retain an

effective workforce for nonprofit sectors. Hortho and Dowling (2010) advised

organizations to seek new development opportunities to improve leadership transition for

new leaders in the organization. Casserley and Critchley (2010) saw the use of an

informal process of new leadership development as a step in the right direction, as

traditional approaches toward leadership development restrict application early in new

leader’s development due to the limited training framework. “Plan A” vision

nontraditional techniques allow for the use of the four leaders development approaches:

(a) knowledge-based training, (b) development through conceptual understanding, (c)

effective communication and feedback, and (d) skill building and networking (Hernez-

Broome & Hughes, 2004).

Review of the Literature

This chapter presents the existing knowledge in the field of organizational

leadership development for aspiring executives focusing on a “Plan A” vision of

nontraditional leadership development, as well as the reasons for the lack of interest in

seeking management leadership positions among aspiring executives within the nonprofit

sectors. It combines both theoretical and methodological approaches to explore

information between adapted theories. It also helps to gain in-depth knowledge from

gathered data regarding ways to make use of leadership development techniques for

aspiring nonprofit executives’ leadership development and to reduce or eliminate the

shortage of highly skilled leaders within the nonprofit sectors (Froelick et al., 2011;

Kasper, 2008; Kramer & Nayak, 2013; McCready, 2011).

According to Tierney (2006), the nonprofit leadership shortage will continue to be

a problem due to the sector leaders’ inability to develop new leaders for the management

of nonprofit organizations using nontraditional approaches. Many nonprofit leaders have

continued to maintain the traditional approaches to organizational management and

leadership development (Jaskyte, 2004). This chapter focuses on the exploration of the

unique characteristics of a “Plan A” vision that structures the supportive system

techniques used within nontraditional leadership development settings. For this reason,

the literature reviewed focused on nontraditional approaches and the ways they could

address the nonprofit leadership transition and the retention of new leaders. This review

was done by gathering worldviews regarding the shift from the traditional leadership

development concepts toward embracing nontraditional leadership development

techniques by reviewing multiple leadership conceptualizations involving a process,

influence, goal attainment and team development (Northouse, 2018).

Leadership Development Guidelines

Leadership support incorporates training and coaching involving organization

vision, job training, mentoring, and communication using leader-follower relationships.

Leadership development guidelines focus on communication, expectations, directives,

and procedures for aspiring executives’ behavioral changes that affect performance

(Collins & Holton, 2004). According to Conger and Kanungo (1988) leaders do not

introduce their individual wisdom to support the development framework to new leaders

seeking influence neither do they satisfy followers need. A leader belief workforce can

handle their personal needs (Conger & Kanungo, 1988). Leadership support expresses

confidence in subordinates’ ability to execute high-performance expectations through

fostering opportunities to participate in the organizational decision-making process for

incoming leaders.

For leadership support to be useful for new leaders Allison (2015) maintained

sharing of power as well as ensuring clarity of role, realistic goals, training, activities

support, advancement opportunities, and providing senior management leadership

experience might increase incoming leaders organizational performances. New leaders’

development could be improved through practices that are informal (Antonakis et al.,

2004; Van Velsor et al., 2010). The feeling of empowerment to the workforce could be

derived from their leaders’ mentoring opportunities from operational experiences that

assisted long-time leaders perform well in the leadership roles. Mentoring is often used

during job training to empower employees, and supervisor’s exemplary behavior can

often empower subordinate employees into believing that they can behave similarly or

that they can at least improve to some degree (Genis, 2008; Brutus et al., 2000).

Time Management and Potential Prospects

According to Charan et al. (2001), leadership development time management

ensures programs engagement by practicing foundational skills improvement, including:

(a) concentrating on the performance of only one task at a time, (b) establishing

succession planning, (c) identifying potential individual failure, as well as potential

failure for the organization, (d) coaching, and (e) maintaining accurate calendar for

activities and abiding by the schedules.

Role Identity and Conflict Management

Conflict resolution training strategically builds team trust, cooperation, and

consensus-reaching skills. Thus, conflict management is the ability of leaders to handle

followers’ everyday situations, including personal interactions involving differences of

opinion among the organizational team. This entails adopting an acceptable condition in

the workplace (Hickman, 2009). According to Austin et al. (2011) when followers lack

control over their own fates, they are affected in four essential leadership functional

areas: (a) management (b) performance (c) control and (d) work-related activities or

operational responsibilities. Allison (2015) stated ways leadership growth may be applied

toward new leader development using empowerment strategies. Empowerment strategies

are used to identify and deliver organization expectations to subordinates. Subordinates

feel empowered upon receipt of organizational management information, learn the

expected behavior of workforce and sense improvement in their work readiness. Maslow

(1943) stated that empowerment represents a secondary need factor to individual’s

satisfaction and remains the least need expectation for individuals in training or seeking

development. The primary base need for individuals on career development rest on

satisfying their internal or basic needs of life, as well as a need to control and cope with

their social demands.

Stages of individual leadership development

According to Charan et al. (2001) leaders employ stages of individual leadership

development processes to create positive impact and an understanding of issues involving

organizational leadership functions. The stages are intended to document and provide

development opportunities to individuals and groups seeking leadership positions in the

workplaces. Allison (2015) urged leaders to train the workforce to carry out jobs

assignment successfully. He maintained the major reason workforce fail in satisfying and

delivering results expected of them from organizational stand-point come from lack of

receiving development training from leaders before handling duties. Therefore, new

leaders must pay attention to relevant leadership opportunities by closely observing the

work characteristics of other leaders aimed at improving their leadership effectiveness,

including the identification of leadership patterns and the lines of performance from

experienced leaders (Taylor et al., 2008).

Theoretical Synthesis

Nontraditional leadership development techniques are important because of their

ability to recognize, validate, and embrace the future changing environments for

organizations by offering the workforce scalable opportunities for skills improvement

that early management opportunities could not provide. Leadership consultants welcome

the use of lifelong learning processes that document success in the new leaders’ character

building, empower, employ, develop, and encourage supportive opportunities from

leaders within the organization (Antonakis et al., 2004). For Antonakis et al. (2004),

nontraditional techniques have documented leadership transition capabilities for success

using supportive systems techniques. Leadership development experts have proposed a

new approach known as the “Plan A” which they agree is concerned with organization

vision and individuals seeking leadership positions need the vision, support and

motivation to seek higher positions within the organization. Kramer and Nayak (2013)

contended that nontraditional leadership development using the “Plan A” vision provides

other leadership transition guidelines that incorporate development processes using future

leadership activities.

Synthesis of the Research Findings

The best leadership development techniques are those that provide developmental

opportunities that produce lasting change in workforce behavior (D. L. Kirkpatrick., &

Kirkpatrick, 2009). The achievement of such success rests on the ability of nonprofit

leaders and leadership development professionals to apply techniques and program

acceptance throughout the organization (Morin & Renaud, 2004). Clarity was needed to

understand which strategies and approaches are better employed within nonprofit

environments to achieve success in leadership transition and retention. This includes

understanding which methods and approaches are proper and necessary for aspiring

executives to assume higher roles within nonprofit sectors. These study findings may

present: (a) Current nonprofit leaders may learn effective leadership transition techniques

to address the shortage of new leaders currently faced by the nonprofit sectors (Day et al.,

2009). (b) Professional leadership consultants may learn new approaches to strengthen

leadership development training in nonprofit organizations (Hernez-Broome & Hughes,

2004). (c) Nonprofit board executives may gain insight into leadership development

techniques that will be communicated to all management teams to strengthen the

development of aspiring executives and assist in leadership transition in the nonprofit

sector (Van Velsor et al., 2010). (d) Aspiring executives may see windows of opportunity

for their leadership development and retention in the nonprofit sector to end their

movement to for-profit organizations. (e) This research finding may include the potential

to provide information concerning ways to motivate aspiring executives to assume

leadership roles within nonprofit sectors and discourage the exodus of aspiring executives

from nonprofit organizations to for-profit organizations (Van Velsor et al., 2010). (f) The

findings from the study may provide insight into the essential elements of leadership

development techniques (e.g., encouragement, motivation, support) that must be used

within nontraditional leadership development settings (Allen, 2002). (g) The findings will

provide knowledge to develop aspiring executives to lead organizations’ personnel and to

manage operational resources. (h) This study will also provide bases for leadership

curriculum design, how leadership development training are provided, and the ways

leadership consultants could provide their expertise toward nonprofit sector leadership

transition. It may also provide data to help improve leadership training and organizational

management skills (Lorsch, 2010).

Critique of Previous Research Methods

This study lacked previous research conducted using an exploratory-interpretive

case study design. It intends to gain an in-depth understanding and interpretation of the

complex context of the four supportive system techniques used within nontraditional

leadership development settings. The study is to contribute to the understanding of

research phenomena of interest, group processes, and organizational context, as well as to

explore and interpret the unit of cases of the “Plan A” vision (Yin, 2017).

Exploratory-Interpretative Case Study

The exploratory-interpretive case study design was chosen for the study due to the

context of uncertainty and complex face values that structure the four supportive system

techniques used within nontraditional leadership development settings (Yin, 1981, 2003).

Following Yin’s (2003) suggestion of the logic of exploratory case study, the “what” and

“how” questions are used. Yin (2003) argued that an exploratory case study is a suitable

approach when a high level of uncertainty surrounds a phenomenon of interest, but it can

be used with other research strategies. Merriam (1998) added that if the high level of

uncertainty concerning the phenomenon of research interest also requires an in-depth

understanding from information-rich data, the interpretative case study might be used to

aid in generating suggestive relationships among variables. Clissett (2008) stated that

qualitative research applies different approaches for the exploration of research case

features to generate data for reporting. Qualitative research is used for the collection of

both written and spoken words. Qualitative method is used to learn, understand,

investigate a phenomenon of interest, and the process provides a framework to gain

detailed information by gathering multiple data sources of a single case or multiple cases

(Grant, 2008). A qualitative case study may be used for the exploration of a case bounded

system. The term bounded system means that the object of study is distinguished from

other contexts of the same phenomenon and the study present a clear boundary for data

collection (Patton, 2002). Case study design is used for: (a) Gathering information

concerning an object of study, and (b) Clarifying concepts and increasing knowledge

building from research participants’ opinions of the problem of concern (Yin, 2017).

Case study approaches engage participants in acquiring full accounts of their

experiences of a specific event or their views concerning a topic of research interest

(Creswell, 2013). Qualitative methods apply a complex process that draws many

questions from the phenomena of interest by focusing on the “how,” “why,” and “what”

questions used to gather information necessary to address the research cases (Leary,

2004). The case study methods provide an opportunity to obtain face-to-face information,

conduct interviews, and document analysis from participants that support the issue being

studied at their convenience while treating them with dignity and respect. A focus group

can provide a framework that ensures the freedom of expression in revealing how much

research participants know about a topic of interest for documentation and reporting.

Thus, the utilization of an exploratory-interpretive case study design for the study

provided access to different data collection processes used for reporting without any

attempt to generalize study findings (Berg, 2007).

Summary

This study intended to contribute to the body of knowledge regarding the relevant

characteristics of nontraditional leadership development techniques. “Plan A” vision was

used as ways of motivating aspiring executives to assume leadership roles within

nonprofit management teams. The literature review provided information that addressed

leadership transition, nontraditional leadership development techniques, and different

approaches adopted by leader development professionals to improve management

leadership for aspiring executives within the nonprofits’ sector. The literature review also

presented different styles and leadership development problems that affected leadership

transition within the nonprofit sector.

CHAPTER 3. METHODOLOGY

Introduction to the Methodology

These study explored and interpreted the characteristics of “Plan A” vision that

structures the supportive system techniques used within nontraditional leadership

development settings. By extension, it identifies the boundaries of the complicated

context of the four supportive system techniques of a “Plan A” vision used for capacity

building, critical leadership skill enhancement, and networking function management

toward the sustainability of nonprofit organizations crucial to this study’s purpose. This

study’s purpose was to contribute to the body of knowledge regarding the relevant

characteristics of nontraditional leadership development techniques that motivate aspiring

executives to seek leadership positions within the nonprofit management team.

Research Questions

The research questions that guided this study were:

1. What are the distinctive characteristics of supportive system techniques

structured on a “Plan A” vision used within nontraditional leadership

development settings for building the capacity of aspiring executives?

2. How have leadership development guidelines, time management, potential

prospects, role identity, conflict management, and individual leadership

development stages served as effective supportive system techniques in

nontraditional leadership development settings to better motivate aspiring

executives to assume leadership roles within the nonprofit management team?

Research Design

An exploratory-interpretive case study design is used to explore how effective

nontraditional leadership development supportive system techniques are used to motivate

aspiring executives to seek higher roles within the nonprofit sector in the state of Georgia.

A case study was used because of its ability to make the most effective research approach

in gathering data for understanding attitudes, perspectives, and perceptions of the

participants in the study (Clissett, 2008; Leary, 2004; Stake, 1995). According to Leedy

and Ormrod (2005) case study design remains a useful tool to a qualitative researcher

whose research focus is to have a general knowledge and an understanding of research

phenomena of interest since it could be used to explore, interpret, investigate, and gather

information to understand events as they occur. The exploratory case study was the most

useful research design for this chosen research topic, as it addressed the case with a high

level of uncertainty concerning the effect of a nontraditional leadership development

approaches (Merriam, 1998; Yin, 2003).

A quantitative paradigm or a mixed-method research approach could have been

used; however, for continued research to ascertain the level of significance of each factor

that may impact aspiring executives’ leadership development process a different approach

was applied (Creswell, 2013). The qualitative method could better explore and interpret

the four supportive system techniques of nontraditional leadership development, which

are the factors significant to the study. The exploratory-interpretive case study design was

chosen because it offered the most effective method of gaining in-depth knowledge and

an understanding of the cases being studied (Yin, 1981, 2003). The justification for

choosing the method was based on the extreme importance of nonprofit organizations to

achieve their goals by successfully implementing the leadership transition approach.

Thus, a continued shortage of skilled leaders will greatly affect nonprofit organizations’

delivery of services to their communities of interest in the near future (Day et al., 2009;

Kramer & Nayak, 2013).

Target Population and Sample Population

The study population was a hidden group, and that influenced the use of key

informants. Three key informants located participants from different counties and

nonprofit organizations within the state of Georgia. The informants were chosen from a

nonprofit organization conducting annual leadership training in the state of Georgia. The

use of key informants remains an acceptable practice in case study research in which

expected participants exist within a hidden population (Patton, 2002).

Sample

This study population was “hidden,” and could not be located at the beginning of

the study. Therefore, informants were chosen to identify population or participants for the

study. Key informants identified 30 sample populations that comprised of 18 professional

leaders and 12 aspiring executives who were not centrally located because of the hidden

nature of the group but were from the state of Georgia. The study sample population

involved two groups: (a) professional leaders and (b) aspiring executives. Fifteen

participants from a list of 30 individuals whom informants had identified from the state of

Georgia were selected for the study, nine were professional leaders, and six were aspiring

executives. Twelve research subjects interviewed and surveyed, but three of the

participants interviewed and surveyed were later selected to join the remaining three

subjects who were excluded from the interview and survey sessions. A six-member group

was assembled to participate in the focus group discussion sessions to deliberate on

information gathered to satisfy the intent of the study (i.e., the four contextual areas of

supportive system techniques used within nontraditional leadership development

settings).

Procedures

Key informants identified both professional leaders who used nontraditional

leadership development approaches in their leader transition programs and aspiring

executives who benefited from nontraditional development training within the state of

Georgia. The intent of selecting the two groups of participants was to gather rich data and

expert testimony in response to research questions. Acceptable and existing procedure for

sampling hidden population to participate in the research study was adopted for this

study. The study utilized purposeful sampling strategies to select research participants

from individual informants presented. The purposive sampling processes of snowball,

critical, and expert sampling were often used in qualitative case study research to assess

the hidden population that could provide data concerning the phenomenon of interest

(Patton, 2005; Yin, 2003). These three sampling strategies were used under the following

conditions: (a) Snowball sampling facilitated the selection of a homogeneous group with

the same background as research participants from the state of Georgia. (b) Critical case

sampling ensured the selection of participants who provided the most valuable

information to research topic of interest. (c) Expert sampling facilitated the selection of

research participants who were aware of or who had used the research case or cases of

interest.

Key informants assisted in identifying the two groups of participants needed for

this study: (a) leadership professionals who are currently using or who have previously

used nontraditional approaches in the leadership transition process and (b) aspiring

executives who benefited or are currently benefiting from nontraditional leadership

development. Many leadership development experts use traditional and nontraditional

approaches when handling new leaders’ development. For this study, only leadership

development professionals who used nontraditional leadership development approaches

and aspiring executives who benefited from nontraditional leadership development were

selected as research participants to provide information that supported in-depth

understanding of cases.

Participant Selection

Nonprobability sampling was used to facilitate the selection of a small sample

size that provided data for use in addressing research phenomenon of interest (Schutt,

2014). In that regard, purposive sampling methods of a case study were used, as the

participants’ selection was for a purpose (i.e., selected participants were aware of “Plan

A” vision of leadership development). Informants used a continuous selection of

interviewees until the expected participants were selected to achieve purposive sampling

(Patton, 2002). The selection of these study participants was based on having experienced

members of the public to address research questions (Merriam, 1998; Patton, 2002).

Participant selection involved two groups: leadership professionals and aspiring

executives who were Georgia residents. The justification for choosing this target

population was threefold.

First, the two groups of participants were directly or indirectly involved with the

entire inputs, processes, and results related to the nonprofit nontraditional leadership

transition. Second, the two groups of participants worked together during the leader

development process. Third, the two groups of participants applied or underwent

extensive training on the utilization of nontraditional leadership development supportive

system techniques (Benko & Weisberg, 2007; Kramer & Nayak, 2013: Sand, 2005). In

addition, the justification for using non-probability sampling was simple: it was the most

practical means of sampling the target population for two reasons. First, the professional

groups of participants were involved in nonprofit leadership transition in the state of

Georgia, and they had previously used the nontraditional leadership development support

system approaches. Second, the aspiring executives had benefited or had been trained

using nontraditional leadership development approaches of the “Plan A” vision in the

state of Georgia (Patton, 2005: Yin, 2003: Schutt, 2014).

Participants Inclusion Conditions

Participants who possessed the following characteristics were included in the

study sample:

1. Professional leader consultant in development training of new leaders’ roles

for more than ten years

2. Leadership development experts who are handling organizational new leaders’

development using nontraditional leadership development approaches.

3. Aspiring executive who benefited from nontraditional leadership development

within the past ten years.

4. Professional leader and aspiring executive residing in the state of Georgia.

5. Must be between the ages of 27 and 72 years old.

Exclusion Conditions

Participants who possessed the following characteristics were excluded from the

study sample:

1. Nonprofit leaders, aspiring executives, and professional leaders residing in the

state of Georgia unable to provide informed consent.

2. Aspiring executives who benefit from traditional development training from

leadership experts but lacked information relative to nontraditional leadership

development techniques.

3. Leadership experts who are not aware of new leadership development

techniques of “Plan A” vision residing in the state of Georgia.

4. Leadership experts who are not interested in providing qualitative interview

data but only interested in quantitative (statistical) information.

5. Persons with impaired memories for any reason.

Protection of Participants

Several research institutions that included the Association for the Accreditation of

Human Research Protection Programs (AAHRPP, 2014), the American Psychological

Association (APA, 2010), the National Commission for the Protection of Subjects of

Biomedical and Behavioral Research (NCPSBBR, 1979), and the Institute of Medicine

(IOM, 2001) have argued that the protection of participants’ information is imperative for

upholding the confidentiality of research data. In addition, the Belmont Report involving

respect for persons, beneficence, and justice was adopted. Ethical issues in research

include the well-being of research participants, fairness in the distribution of research

benefits, and the avoidance of exploiting vulnerable populations (Harris, Pritchard, &

Rabins, 2005). Based on Belmont Report the following procedures were applied to

protect study participants, thus:

1. Pseudonym was assigned to selected individuals to protect their identity and

personal information.

2. Identification codes were applied to participants’ information presented on all

research data developed to address study questions.

3. Information regarding the original comments from the research participants

was coded to address the study topic of interest.

4. The field notes and audio-recorded data-maintained codes assigned to study

participants.

The study data management included handling, securing, and storing of all data

related to this study in a password-protected computer and a locked file cabinet to prevent

unauthorized access to the study materials, protect the names of research participants, and

secure information provided by research participants to address research objectives. The

data will remain secure until approved for destruction, usually eight years from the time

of the study, to maintain confidentiality.

Data Collection

Multiple data-gathering methods were used to collect the study data. The process

involved physical artifacts (e.g., computer printouts of leadership development data),

survey questionnaires, document analysis (e.g., newspaper articles, letters, e-mails,

leadership reports from experts). In addition, interviews (e.g., open-ended conversations

with key research participants) and focus group discussions were applied (Yin, 2017).

The collection of various data triangulates into a rich description of data that was used to

interpret the four contextual areas of the “Plan A” vision nontraditional leadership

development techniques. This study data collection involved: (a) Upon receipt of

approval from IRB to conduct the study, a research flyer was developed and distributed to

public places, including libraries, parks, and higher institutions of learning within the

state of Georgia. (b) A plan to select a sample size for the study using three key research

informants to identify professional leaders and aspiring executives as participants for the

study was established with Georgia nonprofit organizations. (c) A mailing list based on

information received from informants for the identified population was developed, and

study information was sent to them through the United States Postal Service. (d)

Research informed consent forms were mailed to the identified population to read, sign,

date, and return in stamped self-addressed envelopes. (e) The study survey questionnaire

was mailed to 12 research participants to obtain their responses. After completing the

questionnaires, participants returned the questionnaires. (f) Individual interviews were

conducted and involved 12 participants, along with focus group discussions with six-

member participants. (g) Data collected were transcribed by carefully listening to audio

recordings made on a Sony digital recorder and then typed verbatim in chronological

order in a MicrosoftWord document. After the transcription process, member checking

was applied by asking the interviewees (i.e., participants) to read the transcription based

on their opinions gathered during data collection. This process enabled participants to

understand their opinions in the study without additional input.

The interviews recorded using the Sony digital device generated field notes that

represented communication that participants provided to address research questions

during interview sessions that discussed impressions, feelings, and interpretations of that

which participants knew regarding the “Plan A” vision of nontraditional leadership

development settings. Document analyses involved the reviewing of (a) the training

manuals that professional leader participants developed for organizational new leaders’

development, and (b) leadership transition articles written by scholars in the field of

organizational leadership and management. Recorded information, personal feelings,

sentiments, occasional reflections, and thoughts relating to the research process, as well

as filing information and analysis of its contents served as data collection sources for the

study (Wimmer & Dominick, 2013). Focus group evaluated data gathered from multiple

sources, including providing additional input to the data.

Survey

The survey questionnaire used for data collection was the Leadership

Development Diagnostic Survey Tool (LDDST) developed by the Bridgespan Group, a

nonprofit leadership development organization (Kramer & Nayak, 2013). The LDDST is

a 31-question diagnostic tool used to identify five leadership development needs for

building a nonprofit culture that supports leadership capacity developments and strategic

succession planning processes. The LDDST questionnaire content supports five

leadership development processes of the “Plan A” vision: (a) engaging current leaders,

(b) understanding future needs, (c) developing future leaders, (d) hiring leaders externally

as needed, and (e) measuring and improving practices. The LDDST 31 survey questions

were modified to 25 questionnaire statements suitable to address these study research

questions. However, the LDDST 31 survey questions were field tested by three experts in

organizational leadership to ensure its alignment to the research questions and that its

word structure was clear for participants’ understanding. The survey was organized into

four parts:

Part 1. Leadership Development Guidelines: Comprised of six item statements.

Part 2. Time Management and Potential Prospects: Comprised of six item

statements.

Part 3. Role Identity and Conflict Management: Comprised of six item statements

Part 4. Stages of Individual Leadership Development: Comprised of seven item

statements.

Field Test

The modified LDDST instrument was field tested by three experts in the field of

leadership development and used to collect first-hand data for the study. The instrument

utilized a two-point scale of not effective and highly effective to measure the level of

agreement with each of the 25 items listed on the instrument for leadership development

of aspiring executives. The instrument took participants 15 to 20 minutes to complete.

The LDDST measured the level of agreement concerning the ways the characteristics of

each behavior contributed to aspiring executives’ leadership development process.

Respondents were provided with the LDDST modified instrument for completion, which

stated, “By completing and returning the LDDST to the researcher, you are granting

permission for the researcher to use your opinion to develop a research report.” The three

experts ensured that the modified questionnaire maintained content validity and wording

statement construction that participants could understand. The experts ensured that the

25-item modified instruments conveyed clear and simple information that research

participants will understand. The survey data gauged the familiarity of research

participants with the phenomenon of interest, the way they related to it in general, and

how much they knew about the uses of supportive system techniques. The survey data

assisted in the document analysis review processes in an interactive way that was useful

to data collection (see Table 1).

Table 1. 25-Item Leadership Development Diagnostic Survey Tool

“Plan A” vision Techniques Number of items/questions Question numbers Leadership development guidelines

6 1, 2, 3, 4, 5, 6

Time management and potential prospects

6 7, 8, 9, 10, 11, 12

Role identity and conflict management

6 13, 14, 15, 16, 17, 18

Stages of individual leadership development

7 19, 20, 21, 22, 23, 24, 25

Interviewing (Individual Interviews)

The purpose of interviewing research participants was to find out what they were

thinking concerning a case or cases of research interest. The in-depth interviews were

conducted using open-ended conversations to learn about participants’ experiences and to

gather information that cannot be directly observed (Patton, 1990). These study

interviews involved 12 participants. An in-depth interview with 12 selected participants

was conducted after the research consent forms were returned duly signed and dated. The

informed consent forms that were completed by all research participants guaranteed their

privacy and anonymity throughout the study. The informed consent protection enabled

participants to provide information as they could vividly remember regarding “Plan A”

vision of nontraditional leadership development. The interviews were conducted using

semi-structured questions conducted in private settings according to participants’

preference (i.e., the participants’ approved locations) that offered flexibility and

opportunity for participants to share what they knew with freedom of expression to

answer the research questions to the greatest extent possible.

Interviews with participants lasted between 60 and 90 minutes using loosely

structured interview questions. Participant’s communications were developed into notes

that documented valid information for the study case or cases, as well as the participant’s

thoughts and opinions. Interviews were recorded, and field notes were taken. The field

notes and audio-recorded information were transcribed after each meeting. Participants’

were assigned pseudonyms within the transcripts to protect both their identities and the

data they provided for use in the study. Texts of field notes were entered into Microsoft

2007 Word document to help with content analysis. Berg (2007) supported developing

research field notes, transcribing them into a useable form to assist in the identification of

grounded and analytic themes and codes. The interview instruments are presented in

Appendices A, B, C, and D: (A) Professional Participants Interview Questions, (B)

Aspiring Executives Interview Questions, (C) Standardized Open-Ended Questions, and

(D) Focus Group Discussions.

Focus Groups

Qualitative research inquiry with focus groups makes data collection a social

experience. Social experience increases the meaningfulness and validity of research

findings, as researchers’ perspectives are formed and sustained in social groups’

experience (Patton, 2005). Focus group used selected six participants that evaluated

research data gathered from multiple sources. The six-member focus group had diverse

perspectives and deep understanding of the study topics that were engaged in group

discussion, comparing, and contrasting data already collected from multiple sources for

cases. Focus group can be used to generate research data for qualitative and quantitative

study (Morgan, 1997). Focus group stems from the constructive social theory, as it seeks

to understand the ways people make and create reasoning while interacting with their

social environments (Neuman, 2013). The focus group discussions were conducted in a

privately secured conference room of a nonprofit organization in the state of Georgia, to

discuss a case or cases of research interest. The forum provided participants with the

freedom to share their full accounts or experiences of what they know concerning a case

of study (Creswell, 2009; Patton, 2005). The study focus group discussions lasted

between 2 and 2.5 hours.

Document Analyses

According to Creswell (2013), scholars tend to conduct research to enhance the

body of knowledge of a case or subject. This current research intends to gain insight and

in-depth knowledge of the supportive system techniques of nontraditional leadership

development. For that reason, leadership development notes used for transition alongside

internal records provided a deep understanding of the four content areas of study.

Document reviews or analyses provided vital information to understand the direction of

the study through the depth of data collection concerning the object of study (Richards,

2015). Data triangulation for the study was achieved using multiple sources of data

collection (Leedy & Ormrod, 2005).

Table 2. Document Analyses

Document Review:

Reviewed leadership development and leadership transition documents

Purpose:

Reviewed multiple leadership development documents and reports to retrieve information to understand research topic of interest.

Expected Actions:

Nonprofit Organization database on relevant areas of leadership development background information was reviewed to understand the history, philosophy, and the introduction of nontraditional leadership development.

1. Leadership development theories

To have background information on the history and philosophy of nontraditional leadership development techniques. The review of leadership development process may reveal the trend of research bounded areas of study and then clarify topic of study intent, after that, improve research data collection.

The review of leadership development process revealed the trend of research bounded areas of interest and then enabled memos development for data collection. In this context, document analysis included written materials by leadership experts pertinent to the research focus that provided insight to the research areas, which are: Leadership development guidelines, Time management and potential prospects, Role identity and conflict management, and Stages of individual leadership development

2. Published journals on leadership transition supportive systems approach

In social sciences research, primary sources are original articles describing theories. These primary articles usually contain the article's content to determine what kind of article, an introduction, methods, and results, as well as advantages for a topic of interest. Articles

Reviewed scholarly journals documenting the four areas of supportive system leadership techniques of nontraditional leadership development settings to understand what experts know and report concerning the research topic of interest to collect initial

(Continued). Document Review:

Reviewed leadership development and leadership transition documents

Purpose:

Reviewed multiple leadership development documents and reports to retrieve information to understand research topic of interest.

Expected Actions:

3. Workshop /

Seminar papers on leadership development

highlighting the four contextual areas of supportive system techniques of nontraditional leadership development were reviewed to collect useful data.

Leadership consultants documented information on informal and formal approaches to leadership development used for training was reviewed.

data.

To understand different stages and developmental approaches to leadership development already in use for aspiring executives’ development.

4. Newspapers / Magazines publications on leadership transition

Worldviews or public opinions as it related to nonprofit leadership transition circulated in print media were reviewed to have an insight into the research cases social views.

Learned what public opinions favor in terms of better approaches that need to be adopted for aspiring executives’ leadership development in the nonprofit sector.

Data Analysis

This study data analysis adopted Yin’s (2017) five steps for analyzing qualitative

data as a thematic data analysis strategy, which involved compiling various data collected

for the study, disassembling data, reassembling data, interpreting data, and concluding

data. All the data collected for the research cases were coded and categorized. Data

analysis was carried out to develop themes and gather new information for research case

or cases being studied (Patton, 1990). Neuman (2013) stated that data analysis presents

the roadmap for those who are doing research to understand their phenomena of interest.

Open-coding system was applied to analyze participants’ information gathered and to

account for every data generated for the study (Creswell, 2013). In addition, qualitative

NVivo 11 (QSR International) computer software was used to analyze text data from a

2007 Microsoft Word document uploaded into the software database. Qualitative NVivo

11 software analyze research data collected from multiple sources and identify patterns in

participants’ experiences regarding the characteristics and effectiveness of the four

supportive system techniques of the “Plan A” vision of nontraditional leadership

development in developing aspiring nonprofit executives.

The study data was analyzed using the following steps: (a) read all data collected

to create understandings, impressions, and issues, (b) code the information to identify

different participants’ texts and narratives in response to research questions, (c) gather the

information to support themes and categories, (d) call research participants to discuss

data and other impressions found from data collected from them, (e) address questions

generated from data analysis and participants’ perspectives, (f) conduct focus group

discussions that addressed cases in a broader capacity from worldviews, (g) integrate all

data leading to possibly refining, removing, or expanding on existing themes and

categories, and (h) write up the research findings. The study data generated during

document analysis, interviews, surveys, and focus group discussions with 15 participants

selected for the study were analyzed using qualitative approach content analysis for

categorizing verbal and textual data (Creswell, 1998).

Berg (2007) stated that activities for qualitative data content analysis should

include (a) transcribing data from interviews into text, (b) developing a set of codes

among data sets within the text, (c) transforming codes into categories and themes, (d)

sorting categories and themes to identify patterns in the data, (e) developing the meaning

of patterns, (f) comparing or matching patterns to prior research findings from a

theoretical framework, and (g) constructing generalizations of patterns based on study

findings. An embedded analysis approach was also utilized because the explored data

case unit involved four contextual areas that were analyzed in an integrative, interactive,

and iterative way to help generate an understanding of the research topic (Richards,

2015). The study data analysis was conducted at the end of data collection. It involved

descriptive coding and theme emergence from participants’ responses to the LDDST

survey questionnaire, document analysis, interviews, and focus-group discussions.

Collected data were transcribed verbatim in chronological order into a 2007

Microsoft Word document by carefully listening to information recorded on a Sony

digital device during data collection. Content analysis was used to categorize textual

statements and classify keywords or phrases. Qualitative NVivo 11 software, a database

for storing, parsing, categorizing, and querying text files was used. To better facilitate the

data analysis process, interview and focus group data developed was uploaded into the

qualitative NVivo computer-assisted software used to manage the information-rich data

generated during data collection (Bazeley & Richards, 2000). Data copied into NVivo 11

software was marked as nodes, a software term used to identify and describe the

frequency of keywords recognized as themes. Interview statements clustered by the case

or topic was coded that assisted themes building to stimulate thought about links between

concepts and themes (Neuman, 2013). These study data were manually analyzed, and

NVivo 11 software was used to code and categorize emerging themes observed during

data analyses (Schutt, 2014).

Types of Data Analyzed

Research data analyzed included (a) the 12 participants’ responses to the LDDST

questionnaire, (b) individual interview field notes developed from the 12 research

participants’ opinions expressed while answering or addressing research questions, (c)

focus group discussion viewpoints of the six participants, and (d) documents analyses

from professional leader participants’ training resources and leadership development

materials, as well as leadership transition worldviews of nonprofit leadership.

Exploratory-interpretive design captured interpretive strategy utilizing a combination of

research methods and techniques, including addressing survey questionnaires first, in-

depth interviews and focus group discussions data second, and analyzing and reviewing

documents third.

Survey

As shown in Table 3, the modified LDDST questionnaire focused on the four

supportive system techniques of the “Plan A” vision used for nontraditional leadership

development. The data analysis was categorized under two ranking systems: highly

effective ranking and percentage ranking as a way of determining the developmental

usefulness of the four supportive system techniques of the “Plan A” vision used for the

nontraditional leadership development process. Thus, the four parts of the modified

LDDST questionnaire were analyzed and produced the following results based on

research participants’ responses or agreement (see Table 3).

Table 3. LDDST Participants’ Ranking

“Plan A” vision Techniques

Highly effective ranking

Percentage Ranking

Leadership development guidelines

70 11.67

Time management and potential prospects

71 11.83

Role identity and conflict management

66 11.00

Stages of individual leadership development

61 10.43

In-Depth Interviews (Individual)

Given the logic of the exploratory-interpretive case study design utilized for this

study’s data generation, the triangulation of collected data intention was to gain an in-

depth understanding and interpretation of the complex context of four supportive system

techniques within the nontraditional leadership development settings in the state of

Georgia. For this reason, individual interviews adopted open-ended questions applicable

to qualitative research. Interview question statements were based on the research

questions. Document reviews, surveys, and focus group discussions were applied to

satisfy the intent of the study better. Specific areas noted on the interview guide,

standardized open-ended interviews, survey questionnaires, document reviews, and focus

group discussions that helped gain insight into the leadership development guidelines’

case intent was achieved when the following questions were addressed:

1. Survey questionnaire numbers 1 through 8.

2. In-depth interview question numbers 4, 5b, 6a, 7a, and 8.

3. Standardized open-ended question numbers 1 and 3.

4. Open-ended question numbers 3 and 5.

5. Focus group question numbers 6 and 7.

Other areas noted on the conversational interview guide, standardized open-ended

interviews, survey questionnaires, focus group discussions, and document analysis to

gain in-depth understanding regarding time management and potential prospects’ case

intent occurred when the following questions were explored:

6. Survey questionnaire numbers 9 through 14.

7. In-depth interview question numbers 4, 5c, 6b, 7b, and 8.

8. Standardized open-ended question numbers 1 and 3.

9. Open-ended question numbers 3 and 5.

10. Focus group feedback contributions.

Some questions noted on the in-depth conversational interview guide,

standardized open-ended interviews, adopted survey questionnaires, focus group, and

document review to provide data to gain insight into the role identity and conflict

management’s case intent were achieved after addressing the following questions:

11. Survey questionnaire numbers 15 through 21.

12. In-depth interview question numbers 4, 5d, 6c, 7c, and 8.

13. Standardized open-ended question numbers 1 and 3.

14. Open-ended question numbers 3 and 5.

15. Focus group discussion review contributions.

Other questions noted on the in-depth conversational interview guide,

standardized open-ended interviews, adopted survey questionnaires, focus group

interviews, and document reviews to provide information-rich data to explore and

understand the stages of individual leadership development’s case intent came from

addressing the following questions:

16. Survey questionnaire numbers 22 through 25.

17. In-depth interview question numbers 4, 5e, 6d, 7d, and 8.

18. Standardized open-ended question numbers 1 and 3.

19. Open-ended question numbers 3 and 5.

20. Focus group discussion question outline contributions.

Interview reports and field note communications were typed, inspected, corrected,

and coded to the participants’ thoughts, feelings, and knowledge about the “Plan A”

vision of nontraditional leadership development process. The text served as an

interpretation that lacked judgment (Patton, 2002). Participants’ narratives or texts

developed from interviews were properly documented. Storage and protection of study

data and materials were conducted according to Capella University IRB guideline. The

storage of data relating to this study was conducted in a personal computer and locked

file cabinet to prevent access by unauthorized persons to the study materials and protect

the names of the research participants and protect information that has been provided by

research participants to address research objectives. Materials will be protected until the

time they are scheduled for destruction, which is usually after eight years from the time

of the study according to Capella University Institutional Review Board.

Triangulation

Triangulation was applied to analyze qualitative data gathered from multiple

sources for a research case or cases of interest. Triangulation is used to assemble and

analyze research data generated from different sources to understand research phenomena

of interest in qualitative research (Holloway & Wheeler, 2010). Descriptive coding was

utilized, which involved organizing, sorting, labeling, and compiling data to develop

interpretation and understanding of research case data (Saldana, 2013). Qualitative NVivo

11 software designed to identify keywords and phrases in participants’ responses,

including revealing common terms as they emerge, while reviewing data collected

representing participants’ opinions was used for the study data analyses. The appearance

of several themes from the data collected was linked to the skills and abilities of new

leaders. These themes were essential for understanding leadership supportive techniques

vital to new leaders’ development. As functional skills and interpersonal skills, including

knowledge about nonprofit organization vision creation, leading by example, building

leader-follower relationship trust, thinking strategically, and motivating new leaders to

lead, showed the distinction between traditional and nontraditional leadership

development linked to an effective development approach.

Instrument

This study adapted the LDDST survey instrument, which measured content and

constructs that support the five leadership development processes of a “Plan A” vision:

(a) engaging current leaders, (b) understanding future needs, (c) developing future

leaders, (d) hiring leaders externally as needed, and (e) measuring and improving

practices. The LDDST demonstrated high content and structure validity for assessing

leadership capacity building and strategic succession planning processes of nonprofit

organization leadership. The LDDST assisted information generation for the development

of future leaders within the past five years from more than 800 nonprofit organizations’

leadership (Kramer & Nayak, 2013). LDDST helped to identify the unique features that

shape a “Plan A” vision used within nontraditional leadership development settings.

Permission to modify and field test the LDDST questionnaires was granted.

Available Psychometric Information

The 25-item LDDST questionnaires assisted with the exploration of the unique

characteristics of the four contextual areas of supportive system techniques used within

nontraditional leadership development settings. The LDDST identified the unique

features that shape a “Plan A” vision used within nontraditional leadership development

settings for capacity building of aspiring executives. The validity of this study and the

reliability of research findings were achieved through triangulation of multiple data

collected. Data collection and analysis adhered to approved guidelines for proper conduct

and reporting of Capella University research. According to Creswell (2013), validity

refers to the reliability of research information presented as findings to the research

community or framework for determining the quality of data used for evidence reporting

in research. This study data analysis was increased using triangulation in checking the

status of the data collected for use in the study reporting to ensure that they were credible,

valid, and reasonable in addressing the research case or cases of interest.

Roles of the Researcher

The study data collection and analysis, including the identification of the key

research informants and the selection of research participants, were carried according to

school guideline. The sample populations were contacted after key informants provided a

list of their contact population. A pre-qualification verification using inclusive and

exclusive set conditions for participants’ selection was applied, after that, research

consent forms were sent to selected participants in the study before the commencement of

data collection. Document analysis, administering surveys, conducting interviews to

address research questions with the twelve participants, and organizing focus group

discussions with the six participants during data collection were equally executed. The

study achieved data saturation when it was observed that no new themes were coming out

and no additional inquiry for participants was expected from the study.

Field notes and audio-recorded data from interviews conducted with research

participants were transcribed into Microsoft 2007 Word text after carefully listening to

the narratives. The study data transcribed was triangulated and coded using NVivo 11

software to analyze multiple data sources. The study data were analyzed using three

content analysis approaches: conventional, directed, and summative (Richards, 2015).

Data coding involved organizing, sorting, labeling, and compiling data to develop

interpretations and understanding of research case data (Saldana, 2013). Descriptive and

topic coding was applied to have clarity of data meaning. Finally, this research is

conducted according to Capella University approved conditions or guidelines, which

included accounting for all data collected for use in this study and ensured that

participants’ responses to the study were developed, protected, and submitted in

completed form to authorities responsible for such document approval.

Ethical Considerations

Ethical issues in research involve respect for persons, participants’ well-being,

fairness in the distribution of research benefits, and the avoidance of exploiting

vulnerable populations (Harris et al., 2005). Ethical considerations deal with the way

research participants are selected, the way they are protected from any harm during

research data collection, confidentiality and protection of the information participants

may provide, and other relevant ethical issues. To ethically select participants, three

research informants were used with a set of specific criteria based on this research

purpose. First, participants were nonprofit leaders, leadership professionals, and aspiring

executives who were using or who had benefited from nontraditional leadership transition

methods. Second, selected participants were Georgia residents. Third, participants were

from a population that had used the supportive system techniques of nontraditional

approaches for more than ten years in developing new organizational leaders. As far as

the second ethical consideration was concerned, participants in the study suffered no

harm while participating in the study. There was no lab work or exposure to any physical

danger existed for this study. The surveys, interviews, and focus-group discussions had

the potential to generate some stress, but this did not pose a problem, as participants

could withdraw from the research if they felt uncomfortable.

In addition, they could refuse to answer questions at their discretion. To ensure the

confidentiality of information provided by participants, the researcher assigned

pseudonyms, and any identifiers (e.g., Social Security numbers, actual names) were

removed. Data developed were safeguarded and stored on a password-protected

computer. Data in hard copies were locked in a lock box to ensure no unauthorized

person had access and adhere to Capella University’s requirements for the conduct of

research. Research participants were not exposed to physical or psychological harm that

exceeded risks that could be attributed to normal daily living (Leedy & Ormrod, 2005). In

general, all data-collection procedures posed no risk. Participants were provided with

supporting information or assistance they needed to understand their participation in the

research study fully. Capella University’s Collaborative IRB Training Initiative provides

a definition of ethical issues in research as provided by the Belmont Report concerning

persons, beneficence, and justice. The beneficence portion of the definition obligates

persons conducting research to minimize risks within the study and to protect participants

from harm.

Finally, there was transparency with all the participants throughout the research

process. The study participants were contacted only after the application to conduct this

study was evaluated and approved by the school or the Capella University Institutional

Review Board. The research consent forms-maintained information that assisted

participants understand they were entering the study voluntarily and were free to decide

whether they would participate or not without any retribution. Each participant received

an informed consent form that contained a brief description of the study, the activities

involved, the length of the research, a list of potential risks, if any, a promise of

confidentiality, the researcher’s contact information, an explanation of the use of

findings. It also included a place for each participant to sign and date as their

acknowledgment of reading and understanding of the informed consent form. The

research consent forms were sent out first and received them back before the finalized

questionnaires were delivered to participants.

Summary

Case study methods provide an opportunity to obtain face-to-face information,

conduct interviews and focus group with research participants, and conduct document

analysis on the case or cases of research interest. The use of focus groups in gathering

case study data provides a framework that ensures freedom of expression in revealing full

accounts of how much research participants know about a topic of interest for

documentation and reporting. The utilization of exploratory-interpretive case study

design generated multiple data used for reporting without any attempt to generalize study

findings (Berg, 2007). A qualitative research methodological framework presented an

effective roadmap for detailed data collection and analysis for this study. Chapter 3

discussed the research design utilized. The strategies used for the data collection and

analysis that addressed the research questions were stated in this study. Chapter 4

contains data analysis and findings. Chapter 5 includes discussions, implications,

conclusions, and recommendations for future studies.

CHAPTER 4. PRESENTATION OF THE DATA

Introduction: The Study and the Researcher

The Study

These study explored and interpreted the supportive systems techniques used

within nontraditional leadership development settings to develop aspiring executives for

the nonprofit sectors. It was important to this study’s purpose to identify the boundaries

and gain proper insight to understand “Plan A” vision contributions toward the

development of aspiring executives for nonprofit sectors management leadership. Thus,

four supportive system techniques of a “Plan A” vision are used for professional

development of aspiring nonprofit executives for capacity building, enhancement of

critical leadership skills, and management of networking functions toward the

sustainability of nonprofit organizations. This study’s purpose was to contribute to the

body of knowledge regarding the relevant characteristics of nontraditional leadership

development techniques that motivate aspiring executives to seek leadership positions in

nonprofit organizations.

The study components of leadership development are to help aspiring executives

understand leadership roles and seek nonprofit management positions with proper

knowledge and leadership responsibility transfer. Data collected from different sources

attest that clarity was needed regarding the supportive system techniques used within

nontraditional leadership development settings to better develop aspiring executives. This

study aimed to create an in-depth understanding of leader development supportive

techniques to nonprofit organizations’ board management to enable the development and

retention of qualified, experienced, and knowledgeable new leaders who could replace

retiring long-time leaders and lead the workforce to accomplish organizational missions

and goals.

The concept of attracting, developing, and retaining skilled new leaders for the

nonprofit sector remains central to the leadership transition process. Leadership

improvement depends in no small measure on ensuring that new leaders are properly

developed. The reviewed leadership literature points to the fact that a good leader

influences the quality of service an organization provides to the public. The study

attempted to provide nonprofit board members with information to assist in formulating

and implementing procedures to support the development of new nonprofit leaders who

could systematically guide the work and services of nonprofit organizations. Data

supporting nontraditional development techniques were documented citing Flores’s

(2012) position that leadership has many levels of responsibility and dealing with them

requires a process that outlines leadership information from leaders to their followers.

This study is conducted to explore nontraditional leadership supportive techniques’

contributions to nonprofit leader transition. Traditional leadership transition has

contributed to a shortage of highly skilled new leaders who can better manage the

activities of nonprofit organizations. Chapter 4 contains the data collections and analyses

of the research data. The chapter forms the basis for the conclusions and

recommendations presented in Chapter 5.

The Researcher

I am a long-time chief operating officer of a nonprofit organization in the state of

Georgia and a former long-time business development manager (BDM) of a reputable

financial institution in commercial and retail banking. Additional background includes

nearly 20 years of full-time organizational management (OM) responsibility, as well as

experience as a customer relationship manager (CRM) and a programs and operations

controller (POC). The organizational management positions were achieved through work

experiences and education. An Advanced Diploma in Commercial Law (ADCL) was

achieved while working as an executive assistant in the financial industry. A postgraduate

degree in Public Relations Management (PGDPRM) was achieved as a relationship

manager, and a Master of Science in Public Relations (MSPR) and a Master of Arts in

Project Management (MAPM) were achieved as a BDM. All educational certifications

and degrees involved intensive coursework, projects, and paper presentations during

multiple seminar sessions, as well as the completion of a master’s thesis using qualitative

research approaches.

As an Executive Director of Nonprofit Organization in the state of Georgia, am

completing a doctoral degree with a specialization in Nonprofit Agencies Management.

The doctoral degree required coursework, three levels of educational residency at

different stages in the program within the United States, completion and passing of a

graduate comprehensive examination (accomplished in 2010) and completing scholarly

academic research. Previous work experiences and education enabled this study to be

conducted and the data collection and analysis performed professionally. Furthermore,

extensive experience in organizational management leadership and leadership transition

created conditions to notice the impact of not having or documenting a proper leadership

development process for new leaders and the increasing shortage of highly skilled new

leaders for many nonprofit organizations as current or long-time leaders retire from the

workforce.

The understanding that businesses operating in the modern environment should

have professionals ready to lead in today’s organizational commitments through

transformative concepts with a focus on future organizational growth created the

opportunity to embark on the research to explore and interpret the attributes of “Plan A”

vision used for aspiring executives leadership development. Neglecting to develop skilled

new leaders would place nonprofit organizational growth, programs, activities, and

service delivery process to be at risk to the public. It can also lead to creating a

simultaneously welcomed unprofessional and unskilled new leadership to the

management of nonprofit organizations (Benko & Weisberg, 2007; Kramer & Nayak,

2013; Sand, 2005).

Description of the Sample

The study sample included two groups of participants: (a) leadership professionals

who are using or who have used nontraditional leadership development approaches and

(b) aspiring executives who have benefited or are benefiting from nontraditional

leadership development in the state of Georgia. The two groups agreed to participate in

the study voluntarily, and for confidentiality purposes, participants’ names, and responses

that addressed the research questions were protected to ensure that they could not be

identified. Each participant had different name and code that linked to the original

participant’s name.

Professional Leader Participants

Participant 1 (P1)

P1, a 67-year-old male professional, received master’s degree in social work

(MSW) and gained employment in a service industry for an extended period of 15 years.

He resigned and started a company that trained and developed new leaders. He has been

training leaders for corporate organizations for more than 43 years. During the last 20

years, he has focused his leadership development efforts on nonprofit leadership

transition. In his view, the trend toward traditional leadership development has changed,

and experts like him embrace new approaches or the nontraditional leadership process of

developing new leaders for organizations to meet business and workforce base attitudes.

Participant 2 (P2)

P2, a 60-year-old male, received master’s degree in accounting and organizational

management 30 years ago. He began his career in leadership development early after

graduation when he secured employment as a financial controller for a construction

company in Georgia. His official duties included managerial responsibility for the

company’s more than 400 employees. He later became field operations director, a

position he occupied for more than 25 years to improve employee relationships on

construction sites. Currently, participant P2 is the company’s Employee Relationship

Director.

Participant 3 (P3)

P3, a 55-year-old female, served as the executive director of an organization

involved in providing educational leadership for many high-school students in the state of

Georgia for more than 22 years. She earned master’s degree and more than 25 years of

leadership development experience. She is actively involved in community service in her

county of residence.

Participant 4 (P4)

P4, a 48-year-old male, has more than 20 years of nonprofit organizational

leadership development experience. He is currently the hiring manager of nonprofit

organization. He has a host of other experiences in workplace management and human

services. He earned his doctorate in Human Services.

Participant 5 (P5)

P5, a 60-year-old male, has more than 20 years of nonprofit leadership

experience. His nonprofit journey started with the leadership transition process. In the

past 35 years, he has worked in several areas in nonprofit operations and acquired

extensive experience in mentoring and coaching. He earned master’s degree and

benefited from nontraditional leadership development.

Participant 6 (P6)

P6, a 56-year-old male, has been involved with nonprofit activities for more than

22 years. His career began in real estate, and he has significant knowledge around

mortgage servicing. This background helped him acquire relationship management and

mentoring experience. His prior knowledge of mentoring was responsible for the good

practices in leadership he enjoyed as a nonprofit executive director for many years. For

the past 14 years, he has overseen numerous activities of other nonprofit sectors that

focus on providing early leadership development to aspiring executives in the state of

Georgia.

Participant 7 (P7)

P7, a 58-year-old female, has worked with nonprofit organizations for 26 years.

Her work culture played an important role in her appointment as a company director. She

is in charge of training and development of new leaders and uses skills development,

motivation, support, and improvement processes as development content areas. She

received multiple leadership development training. She revealed how those trainings

assisted in shaping her leadership experiences to effectively manage and develop other

leaders for her company in the last ten years.

Participant 8 (P8)

P8, a 72-year-old male, retired from the workforce at the age of 63. Before his

retirement, he was one of the leadership transition advocates for the development of new

leaders while serving on the board of a nonprofit organization in the state of Georgia for

more than 13 years.

Participant 9 (P9)

P9, a 54-year-old male, has been serving as a nonprofit agency’s compliance

executive in the state of Georgia for more than 10 years. He worked in construction for

23 years before securing employment with the state as a compliance officer.

Aspiring Executives

Participant 10 (P10)

P10, a 46-year-old male, is an undergraduate lecturer. Before securing his present

employment, he worked as an internal controller with an engineering company in Florida.

He moved to the state of Georgia between 2000 and 2003.

Participant 11 (P11)

P11, a 41-year-old widow, currently serves as a management trainee in the state of

Georgia. She stated that her workforce experience started as a part-time cashier 17 years

ago, and her mid-management development was done using nontraditional training which

assisted her to manage multiple positions before getting to the present position.

Participant 12 (P12)

P12, a 35-year-old male, is currently a part-time store manager in the state of

Georgia. He has been a company supervisor for 10 years, handling various organizational

and departmental duties. He is undergoing in-store management training adapting

nontraditional leadership development.

Participant 13 (P13)

P13, a 31-year-old male, serves as an assistant manager. He spent 11 years as a

supervisor in charge of sales and received nontraditional management coaching from his

employer office of human capital development in 2014 through 2015. Participant P13 has

been with his company for 12 years. The interview gave him the opportunity to reveal his

experience regarding how the nontraditional application applied to him and the things he

learned from his employer that could not be delivered given the nature of traditional

development processes that contributed greatly toward the understanding of the study

topic and leadership transition process.

Participant 14 (P14)

P14, a 28-year-old male executive currently works at a nonprofit center as an

event services coordinator. He has been receiving coaching in leadership from the

organizations since 2015 to prepare him for higher roles in the sector.

Participant15 (P15)

P15, a 27-year-old male, serves as a community youth development executive for

nonprofit sector. He is currently receiving nontraditional leadership development training

in the company’s zonal office in Georgia.

Table 4 provides demographic data of all the participants in the study. Participants

were in the 27 to 72 age group. Selected participants had degrees in different educational

fields. Of the 15 participants selected for the study, nine received education up to the

master’s degree level. Two had Ph.D. degrees in philosophy, and four had first degrees or

bachelor’s degrees in science and administration.

Table 4. Participant Demographics

Participant Name

Participant Age

Years with NPO

Years of Experience

Educational Qualification

MSW

P2 60 25 30 MA P3 55 22 25 MA P4 48 20 20 Ph.D. P5 60 20 35 MSW P6 P7 P8 P9

56 58 72 54

14 10 30 18

22 26 45 30

BA MSW Ph.D.

MA P10 46 15 20 MBA P11 41 14 18 MSW P12 35 10 10 MSW P13 31 12 12 BS P14 28 4 4 BA P15 27 7 7 BA

Research Methodology Applied to the Data Analysis

These study data were analyzed using an embedded analysis approach. The

embedded analysis approach was utilized because the data case unit needed to be

explored and interpreted. The approach required data collection from multiple sources

analyzed in an integrative, interactive, and iterative way to help generate the in-depth

understanding of the research cases. A review of the literature suggested that there is

limited understanding of the unique features of supportive system techniques structured

on a “Plan A” vision used within the nontraditional leadership development for aspiring

executives in nonprofit sectors (Kramer & Nayak, 2013; Van Velsor et al., 2010). To

better facilitate the data analysis process, the qualitative NVivo 11 computer-assisted

software ensured proper management of the information-rich data generated during data

collection to gain an in-depth understanding of the four contextual bounded areas of

research interest (Bazeley & Richards, 2000). Data developed was inspected and

corrected to have meaningful segments with assigned codes and names (Patton, 2002;

Yin, 2003). Data analyses adapted Mertens’ (2005) prescribed approach for qualitative

data analysis that involved: (a) focus group discussions, (b) making a note of participants’

inputs, (c) sorting gathered data, (d) elaborating important data or views from

participants, and (e) exploring concepts.

Presentation of Data and Results of the Analysis

Research data analyzed were (a) survey questionnaires, (b) interviews, (c)

document analyses, and (d) focus group data. Based on the exploratory-interpretive

nature of the study, an interpretive strategy utilizing a combination of research methods

and techniques, such as addressing survey questionnaire responses first and then the in-

depth interviews and focus group discussions data second was applied.

Survey

The LDDST data analyzed showed Part 2. Time Management and Potential

Prospects, as contributing the most toward nontraditional leadership development with

11.83, or 71%. The next technique considered highly effective for aspiring executives’

development was Part 1, which is Leadership Development Guidelines with 11.67, or 70

%. Part 3, Role Identity and Conflict Management, had 11.00 or 66 %. Part 4, Stages of

Individual Leadership Development had 10.43, or 61%. Twelve participants in the study

responded to 18 questionnaire items designed to capture organizational leadership

transition process management for aspiring executives’ with highly effective ranking.

Interviews

Research participants’ responses to open-ended interview questions and field

notes from interviews were transcribed using 2007 word document of Microsoft and

uploaded into qualitative NVivo 11 software. The data review presented common themes

for leadership development including leadership transition from data participants

presented. During study interviews with participants, information important from body

language (e.g., posture) that revealed the level of experience related to the research topic

among participants were captured and documented. The expressions, including body

language assisted in capturing content themes from interview data and document analyses

that were organized into conceptual categories and themes were connected to the research

questions (Creswell, 2013; Neuman, 2013).

Research Question 1

What are the distinctive characteristics of supportive system techniques that are

structured on a “Plan A” vision used within nontraditional leadership development

settings for capacity building of aspiring executives?

This question was applied to generate information presented in Table 5 aimed at

understanding leadership development characteristics concerning research cases. The

interviewer created two table codes. The first table coded data focused on leadership

development characteristics from participants’ interview responses regarding leadership

development characteristics of a “Plan A” vision. The second table of data coding

focused on leadership development for aspiring executives regarding supportive system

approaches of a “Plan A” vision.

Table 5. Leadership Clustered Themes

Leadership development characteristics clustered themes of “Plan A.”

Leadership development supportive system clustered themes of “Plan A.”

Performance improvement

Collaborate

Skills development Persuade, appeal, and consult Behavior Management skills Motivation Job training Support Teamwork Informal training Motivation Belongingness Decision making Sound relationship Effective communication Communication Leadership empowerment Clear job design Feedback Encouragement Role identity Persuade, inspire, and appeal Coaching and mentoring

Pattern of Experience

Professional leader participants spoke about the “Plan A” vision developmental

characteristics during interviews. All leadership professionals were asked to comment on

the developmental features of the “Plan A” vision. The nine professional participants’

narratives provided insightful knowledge of nonprofit succession planning using

nontraditional developmental techniques that center on providing opportunities to

encourage aspiring executives to better assume leadership roles within nonprofit

management teams. Professional leader participants stated that the success of any leader

in the development of aspiring executives was dependent upon aspiring executives’

willingness to listen and effectively apply gainful knowledge while executing

organizational duties. One participant maintained that systematically providing

leadership knowledge applications in a continuous educational background often falls on

current leaders regarding leadership transition practices. The efforts to improve the

retention of new leaders for the nonprofit sector remain important, but they have lacked

discussion in potential leaders’ development environments. In their view, the “Plan A”

vision has provided leadership experts with information to agree that leadership is

intentional and therefore entails a vision. Individuals seeking leadership positions apart

from current organizational leaders will be motivated by their leaders to seek higher

positions in their organizations. Professional participants contend that nontraditional

leadership development of “Plan A” characteristics involves four leadership transition

approaches that incorporate development processes that focus on new leaders’ needs. The

“Plan A” vision characteristics involve techniques used to develop followers who may

have true leadership potential in the organization.

Descriptive Data Analysis

This study data analysis interpreted data collected for the study and categorize

notes taken during interviews to understand themes related to nontraditional leadership

development using the “Plan A” vision. The data analysis procedure assisted in the

identification of themes from coding that was discussed regarding the research cases of

interest (Saldana, 2013). Multiple themes emerged from interviews, focus-group

discussions, survey, and document review data presented in Figure 3 that implicated

understanding of the theoretical foundation of the study.

Figure 3. Leadership themes

P1: States that nontraditional leadership development is the approach of choice

for leaders developing new executives. This participant maintained his involvement in the

development of new executives for American organizations within the past 43 years. He

stated that over the past two decades, the trend for leadership development has changed,

as transition experts embraced new approaches or nontraditional leadership development

techniques to address the shortage of new industry leaders by abandoning the traditional

method of developing organizational leaders that focused on a workforce-based attitude.

The rapid technological, policy, and leadership procedural changes that have

characterized the nonprofit sector have made the education and development important

tasks for leaders welcoming the transition process. The exact nature of training and

development varies significantly by each new leader, but nontraditional leadership

development approaches draw followers into the mainstream of organizational leadership

and management with appropriate educational and developmental skill opportunities,

with commitment aimed at encouraging and motivating aspiring executives to embrace

organizational management responsibilities.

P3: Nonprofit sector leadership is important to all stakeholders. Leaders

managing sector activities are constantly engaged in learning new things based on the

demand of the 21st-century business environment. Experts in the field, including the team

at the Bridgespan Group that came up with the “Plan A” vision, saw that traditional

approaches in their leadership development programs were no longer accomplishing the

demand of today’s new leaders’ developmental needs. As a result, they went on to

conduct a series of workshops, seminars, and interviews seeking to discover development

process that currently works in the nonprofit leadership transition, as aspiring executives

were not coming forward to accept management roles responsibilities.

According to Morin and Renaud (2004), “Plan A” vision characteristics are the

developmental techniques identifying the developmental needs of new leaders used for

the enhancement of critical leadership skills. Leadership development techniques have

the potential to increase aspiring executives’ loyalty, improve workforce relationships,

disseminate a common organizational culture, and improve work ethics and customer

relationship satisfaction.

The participant stated that one of the characteristics of the “Plan A” vision is

leadership development guidelines used to provide organizational vision and leadership

practices that produce lasting change in the followers’ behavior. Achieving such success

is critical, and it remains the responsibility of nonprofit executive boards and experts to

motivate aspiring executives by implementing programs’ acceptance throughout the

sector to ensure smooth transitions and aspiring executive retention success.

P5 stated that the distinctive characteristics of supportive system techniques are

those structured on a “Plan A” vision used within nontraditional leadership development

settings for capacity building of aspiring nonprofit executives, which include leadership

development guidelines. Leadership development guidelines comprise a process through

which a leader or manager shares an organizational vision, leadership practices, and

operational duties with aspiring executives or followers in the workplace to position them

for leadership roles. The idea was interpreted as the granting of formal authority to new

leaders expected to control organizational resources by revealing the vision and

leadership practices. Emphasis was placed on providing authority to enable new leaders

to understand the functionality of leadership roles within the sector.

The guidelines focus on knowledge to deal with expected workforce activities.

Denying followers proper guidance or information leading to management and leadership

ultimately renders followers ineffective in the organization leadership, and denial of

leadership development guidelines contributes to the lack of management control for new

leaders to lead. The leadership development guidelines occur in four categories: (a)

organizational management guidelines that focus on providing aspiring executives real-

time experience in management processes, (b) supervisory guidelines for setting

inspirational or meaningful goals for aspiring executives, (c) programs delivery

guidelines for providing autonomy from bureaucratic constraint, and (d) organizational

job handling processes leading to confidence in performance for new leaders.

P9 stated that one of the characteristics of the “Plan A” vision is time

management designed to assist new leaders to maintain effective control and execution

processes of organizational activities. Time management focuses on getting aspiring

executives to accomplish duties on time as they move to accept new responsibilities,

skills, practices, and behaviors. Time management involves leader’s appropriate

supervision of job execution for aspiring executives and fosters motivation and support

when dealing with difficult organizational duties. The process provides an effective

operation that eliminates confusion involving followers’ task management by establishing

efficiency in task execution. Time management presents performance improvement

training and a broad thinking process on future trends of operations for aspiring

executives within the sector.

P7 Plan A leadership development techniques include role identity, as well as

formal and informal training. P7 mentioned that one of the characteristics of leader

development involved mentoring techniques. These mentoring techniques assist

followers receiving training to focus on supervisors’ exemplary behaviors in operation to

develop a mindset that they can do a similar job or achieve improvement in their

performance if leaders had done the task in the past. P7 cited Allison (2015) who

maintained that when followers are encouraged, motivated, and supported by their

leaders they tend to deliver better service and higher performance toward organizational

activities.

Providing role identity allow followers’ facing operational difficulties in the

workforce to have leaders’ mentoring and support that may assist them to take on

multiple tasks or goals through performance and feedback. The process is aimed at

motivating and supporting aspiring executives to be developed and ready to lead

workforce and manage workplaces operations with the proper knowledge required for

every job. Leaders ensure that issues are reported on time to senior management and

provide comprehensive information on how to deal with issues arising from or existing

within the workforce to encourage strong relationships. Therefore, maintaining effective

organizational communication systems, network-forming operations, access to

leadership’s past works, and clear job design contribute to new leaders’ skills

development and improvement.

P4: Another characteristic of the “Plan A” vision involved stages of individual

leadership development. This aspect is the overall form of growth or stages of

development in the lifecycle of followers’ that motivate, promote, encourage, and support

the expansion of knowledge and optimize new leaders’ leadership competence and

performance (Van Velsor et al., 2010). On-the-job learning remains an important

development technique experienced leader use to ensure proper operational knowledge

transfer to their followers in the workplaces. Applying different developmental stages

significantly contribute to an individual leader’s understanding of leadership practices.

“Plan A” vision’s four contextual development areas are directed to persuade, prepare,

collaborate, consult, motivate, inspire, and appeal to new leaders to assume leadership

roles within the nonprofit sector. These techniques provide new leaders with leadership

skills and experiences that allow them to be completely in charge.

Nontraditional development techniques provide training and development for

aspiring executives seeking to replace retiring leaders within the nonprofit sector. “Plan

A” vision leadership development includes advancing strategic goals for succession

planning in nonprofit sectors through effective internal communication of organizational

vision, leadership principles and practices, and workforce relationship building. The

development techniques provide clear direction for the execution of internal operations,

ensure workforce satisfaction, and maintain simplified work to motivate aspiring

executives to embrace higher responsibilities within the organization. Leaders who apply

individual stages of leader development by providing leadership skills, coaching,

mentoring and overall organizational management principles motivate and encourage

aspiring executives to seek higher responsibilities within the nonprofit sector and

improve their transition.

Research Question 2

How have leadership development guidelines, time management, potential

prospects, role identity, conflict management, and individual leadership development

stages served as effective supportive system techniques used in nontraditional leadership

development settings to better motivate aspiring executives in assuming leadership roles

within the nonprofit management team?

P15: The four supportive system techniques of a “Plan A” vision used for aspiring

executives’ leadership development has been successful by applying leaders to follow

collaboration, persuasion, consultation, and appeal processes. Leaders using the “Plan A”

four techniques realize that leadership capabilities could be improved through a

combination of formal education and informal or on-the-job training to help develop

aspiring executives’ management skills, competencies, and abilities. The “Plan A”

vision’s supportive systems provide clear organizational vision and leadership

empowerment to new leaders by (a) Providing levels of organizational performance and

feedback to encourage aspiring executives’ leadership growth and development; (b)

Treating aspiring executives as unique members of the organizational team by granting

them job efficiency and conflict management; (c) Establishing effective communication

for aspiring executives’ job performance.

The “Plan A’s” development contributions are consistent with the literature

overview of Collins and Holton (2004), which suggested that there is a shortage of

competent and effective leaders in the current workforce. There is a pressing need for

organizations to (a) maintain leaders who can effectively promote teamwork and

collaborate with different work groups, (b) maintain leaders who are positioned to

persuade aspiring executives to work on higher responsibilities, and (c) increase new

leaders’ participation to meet the long-term goal of leader retention for the nonprofit

sector. The participants felt that current leaders or leadership development experts should

be able to effectively encourage and develop aspiring executives using collaboration and

teamwork within the organization. Applying various leadership development techniques

for development with the skills needed to be confident in managing organizations by

nurturing aspiring executives from both an academic learning perspective and on the job

practical environment based experience. An individual leadership development stages

must serve to improve motivation toward acceptance of higher roles within the

organization. Aspiring executives want recognition as members of the team, not as

outsiders while working for the sector in any given capacity. They are motivated when

their leaders engage them for teamwork and collaboration to work certain tasks and on-

the-job training experience, which is an important development tool from experienced

organizational leader interested in transferring operational work experiences to their

followers’ in the workplaces (Helms, 2014; Mckee, & Froelick, 2016). Participant

opinion focuses on literature stating that as workforce knowledge continues to increase in

the workplace, leadership transition experts must solve the individual leader development

need useful to lead their communities of interest (Gilmore, 1990).

P12: Participant referred to (a) McAlearney (2008) leadership development

prospect centered on leader’s involvement in developing the workforce to embrace

innovation, decision making, time management, and teamwork promotion. P12

maintained that time management developed with effective communication has served as

a tool that fosters an understanding of managerial principles among aspiring executives to

create motivation for accepting leadership roles within the nonprofit leadership team.

This participant saw leadership guidelines, individual leadership development, time

management, and role identity adopted for leadership transition as good principles that

uphold effective development processes for aspiring executives’ leadership transition in

the workplace. (b) P12 cited Hortho and Dowling (2010) statement that leaders must seek

new development opportunities capable of improving leadership transition for new

leaders in the organization and maintained “Plan A” vision’s four supportive system

techniques provide opportunities for informal development of aspiring executives by

providing organizational knowledge improvement (Mckee, & Froelick, 2016). Time

management allows leaders to communicate with their followers or workforce, create an

environment of trust and engagement, and enables the presentation of the job execution

timeline, which is the most effective leadership skills in the management cycle and time

management remains a critical skill during transitions as all operations within the

organization are linked to receive managerial function for timely execution result (Gilley,

2005).

P13: The participant maintained that leadership transition problems affect

everyone in the workforce because nonprofit activities are complex. Leaders must

provide reasonable information that could allow new or incoming leaders to become

knowledgeable actors ready to face the battle without fear or lacking leadership qualities.

Currently, aspiring executives do not want to be under pressure when dealing with

organizational matters, and they are not willing to face complex management strategies.

Therefore, the method of development must change to accommodate aspiring executive

lifestyles by focusing on-the-job training acceptable to them to derive better results,

appeal, and retention (Austin et al., 2011; Kahnweiler, 2013). The development

techniques are tailored to assist aspiring executives to assume roles within the

management team. Establishing role identity for aspiring executives within the workplace

increases their motivation. The placement of aspiring executives in organizationally

defined roles gives them acceptance as team members and serves as an effective support

system to accept leadership roles in nonprofit management teams. Experts provide new

leaders with management resources that explain managerial expectations in leadership

aimed at improving acceptance of higher roles within the sector with acquired knowledge

from training and on-the-job operations (Kramer & Nayak, 2013; Mckee, & Froelick,

2016; Wilson & Lau, 2011).

P9: This participant stated that nonprofits are not formed with the intent to make a

profit but to freely render service to communities of interest, and individuals working at

the organization do it for the passion of goodwill. Thus, they need encouragement and

support outside the traditional concepts that the “Plan A” presents. Leaders work to

encourage accountability among members of the workforce to recognize self-potential

effectiveness as a way of winning back new leaders to stop looking outside the sector for

work.

P1: This participant maintained that any managerial strategy or technique that

strengthens the belief system of new leaders to accept responsibility with clarity presents

a good process, as is seen with “Plan A” vision development techniques. Plan A has

enabled delegation of authority, provided operational knowledge among new leaders,

brought motivation through enhancing personal knowledge with leadership and

organizational management experience that alluded to gaining control of expected

leadership skills, and increased new leaders sense to master operational roles in the

workplace. The above perspective is depicted as follows:

“In my many years of training and presenting workshops, developing leaders for corporate organizations, attempts to locate properly documented leadership development tool from literature like nontraditional leadership development techniques lacked success. The Plan A vision for growing future leaders’ present steps for new leader development, and in so doing, provides a framework that demonstrates relevance to leadership development effectiveness to aspiring executives in the nonprofit sectors.” P11: The overall success of any organization depends on its leadership team, the

entire organizational operation, board of directors, the organizational workforce, and the

clients. Creating proper awareness and understanding of leadership guidelines will enable

aspiring executives to master leadership responsibilities. He stated that “By teaching time

management, they can think, engage, and complete activities or programs early by first

analyzing the process in effective ways to create efficiency in service delivery without

delays.” The stages of leadership development create an opportunity to raise followers’

morale in any organization, as the attitude of the leader will always reflect the attitude of

the workforce being developed. If the developing or leadership expert is hostile, lacks

vision, and demonstrates laziness, followers will act in the same manner. Leaders

developing aspiring executives must have good morale and acceptable to the population

being developed to ensure motivation and inspiration (Austin et al., 2011).

Summary

The research data analyzed for this study was to gain an in-depth understanding of

how “Plan A” techniques contributed to the elimination of leadership transition problems.

The study applied exploratory-interpretative case study design, and data collection

involved four cases of the “Plan A” vision that were triangulated during the data analysis

phase. The selected method was based on the research objective and the nature of the

study. Due to the exploratory-interpretive nature of the study, an interpretative strategy

utilizing a combination of research methods and techniques, such as addressing two

research questions for the study. Findings, according to participants’ communication, the

“Plan A” lacked general knowledge compared to the attributes of traditional leadership

development approaches, whose programs and practices are considered ineffective for

new leaders’ development, and it lacked motivational approaches for aspiring executives

to seek higher roles within the nonprofit sectors. Chapter 5 contains the research case

discussions, implications, and recommendations for further studies to the research

community.

CHAPTER 5. DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS

Introduction

The purpose of this study is to explore and interpret the unique characteristics of

“Plan A” vision supportive system techniques used within nontraditional leadership

development settings to develop aspiring executives to serve in leadership roles. By

extension, it is critical to this study’s purpose to identify the boundaries and gain an in-

depth understanding of the four contextual areas of supportive system techniques used

within nontraditional leadership development settings. The study intends to contribute to

the body of knowledge concerning the relevant characteristics of supportive system

techniques used to motivate highly skilled aspiring executives to seek leadership

positions within the nonprofit management team. The study involved exploring and

interpreting “Plan A” vision four techniques of leadership development for incoming

organizational leaders.

The study made several assumptions, including in-depth understanding of the four

supportive system techniques of a “Plan A” vision, would create knowledge expansion

for nonprofit leaders, professional leadership consultants, and aspiring executives to

improve nonprofit leadership transition. This exploratory-interpretive case study took

place in the state of Georgia. The study population was a hidden group that allowed the

use of key informants. Three key informants assisted in the population identification.

Fifteen participants from a list of 30 individuals whom informants identified from the

state of Georgia were selected for the study, nine were professional leaders, and six were

aspiring executives. This chapter includes a summary of the discussion of the result in

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relation to the literature in the field, results of data collection, recommendation for further

research, and conclusions based on the results.

Summary of Results

Leadership Development Guidelines’ Implications

In this study, participants indicated that aspiring executives or new leaders were

unable to successfully lead their organizations or seek higher roles because they did not

receive coaching and mentoring from long-time leaders. They were not able to master

organizational relationship building and organizational mission achievement, nor did they

acquire an understanding of the vision of the sectors they intended to lead. Leaders failed

to communicate or deliver the organizational mission and vision, which play vital roles in

management leadership. Long-time leaders failed to draw aspiring executives closer to

their day-to-day handling of organizational functions to maintain cordial relationships.

Participants indicated that letting aspiring executives understand organizational missions

and visions early in their leadership development remains a major step in the transition

process. The issues drawn from leadership development strategies involved dialogue,

teamwork, empowerment, and vision. Leadership development in the nonprofit sector is

essential, and data collected were analyzed to obtain a clearer conceptual framework.

Leadership training included programs and activities specifically designed to develop and

enhance the skills, knowledge, and abilities to manage organizations well as presented in

the list below. Twelve research participants in the study described leadership training as

being highly effective. Data analyzed provided the characteristics of “Plan A” leadership

development guidelines as “vision and leadership empowerment.”

1. Skills improvement opportunities

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2. Leadership education

3. Leadership development training through seminars and workshops conducted by

leadership experts

4. Leadership development courses undertaken in institutions outside the

organizations, conferences leadership awards, and recognitions

5. Leadership minors and majors

6. Participant advisory groups

Time Management and Potential Prospects’ Implications

Six participants considered this case to be the accepted leadership development

technique of the “Plan A” vision for improving nonprofit organizational leadership

transition for aspiring executives. Based on issues participants covered when addressing

these case topic contributions in the line of effective developmental tools for aspiring

executives, exploration of the case statement in this context drew a more concise

conceptual framework of what the items represented for aspiring executives’ leader

transition by revisiting organizational leadership development literature. It focused more

on the efficiency of work, job clarity, and conflict prevention. Participants believed that

when developing aspiring executives for organizational leadership, it was important for

new leaders to understand efficiency in leading. The understanding could enable

successful execution of tasks or duties by working together, maintaining order with their

leaders, applying modern technology, accepting influence behavior, and mastering

decision-making processes. Together, these items structure the aspect of new leaders’

development for effective service delivery to their communities and society at large.

Focus group participants agreed that providing new leaders with the clarity of

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organizational duties removes conflicts of opinion when handling operational duties. In

fact, participants’ responses to survey statement number 10, which stated that leaders

should analyze job execution guidelines by offering necessary assistance as expected,

represents clarity of work process was addressed during the individual interview process

with participants. Participants’ data analyzed for “Plan A” vision time management

characteristics represented “efficiency and conflict management in the workplace.”

Role Identity and Conflict Management Implications

Four participants stated that role identity and conflict management represented

performance toward organizational activities and involved delegation, leadership tasks,

and motivation (Reynolds, 1997). Leaders were mentioned as being responsible for

providing aspiring executives with tasks or duties using job delegation, allowing new

leaders to observe and undergo different leadership tasks within the organization, and

ensuring that new leaders are properly motivated to seek or accept higher leadership

positions in the workplace. Leaders should assign new leaders with the right tasks at the

right moments and at the right levels, which usually carries with it a motivating influence.

Thus, assigning the right task to a new leader can challenge that person to seek a higher

role in the workplace. To equip the workforce with needed knowledge means to present

opportunities that support aspiring executives’ leadership development through the

creation of effective ways of carrying out duties with minimal risk. Coaching alone

cannot reposition followers to do their jobs well without supporting them with

knowledge-based opportunities that leaders already acquired for success. Therefore, in

coaching followers to do their organizational duties well, effective leaders ensure that

adequate assistance is provided with the combination of coaching and support needed to

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create skill development. Coaching should be a continuous process for the leader. Leaders

know that effective coaching helps to bring out the best in new leaders’ job performance.

Data coding also generated “performance and feedback” for the case.

Stages of Individual Leadership Development Implications

The knowledge and skills required of today’s leaders to handle organizational

leadership have become more complex, with the organizational shift from the industrial

economy to the service economy and finally to the knowledge economy. In the

knowledge economy, the traditional leadership styles will disappear. Leadership in the

modern environment requires new skills dealing with organizational change, whereas

leadership in the past dealt with organizational vision, execution, inspiration, drive,

empathy, and ownership. Participants in the study mentioned that traditional leadership

development does not possess stages of individual leadership development, but instead

provides lines of administration. Nontraditional leadership development provides stages

of individual leadership development or outlined operational information for early

development for new leaders. An important element of nontraditional development

focuses on the individual stages of development, an understanding of organizational

planning, and formal training that represent accountability. Formal training creates a

sense of belonging among aspiring executives in the workforce and provides work

direction, aids through regular or effective on-the-job communication with new leaders,

and documents knowledge of organizational information.

Participants’ maintained that accountability and communication are important in

new leaders’ development, as the duties’ direction and communication must be ongoing

between leaders and aspiring executives to ensure effective leadership development in

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nonprofit settings. Guiding followers to do their jobs well in an organization is a leader’s

function. This function influences what followers do, communicates duties and

responsibilities as outlined in job descriptions for proper execution. In addition, provides

rewards as a means of motivation and encouragement to followers doing more for the

well-being of the organization. In support of data gathered from participants, the Zeitgeist

school of thought report stating that leadership is not a process of activity within a leader,

but the result of what the leader is doing in an organization was cited. This has much to

do with developing followers, as well as directing, guiding, and managing resources in

the organization (Antonakis et al., 2004).

In carrying out leadership responsibilities in an organization, leaders (a)

communicate their ideas, experiences, and expectations to their followers; (b) provide

directions on how things should be done in the organization to succeed in meeting set

objectives; and (c) deliver competitive services to customers, as the leader is responsible

for what workforce do in an organization. To establish a lasting job experience with

followers in the workplace, Keyton (2002) suggested the establishment of a group or two-

way communication by the leader to hear from followers on matters that have been

communicated regarding what they are expected to do or their functional areas through

feedback focusing on weaknesses. Two-way communication creates an opportunity for

feedback from followers receiving support to seek clarification in any area of need that

might prevent them from executing their organizational duties well. Accountability and

communication between members of the workforce are essential. Addressing followers’

working conditions through communication is essential for the implementation of

organizational policy. Policy solutions serve specific needs using diverse groups of peer

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professionals, nonprofit organizations’ board members, and followers. It allows leaders to

clarify or redesign work to meet followers’ needs in the organization based on feedback.

This analysis of “Plan A” vision technique data presented the characteristics as providing

clear “operational communication” useful for new leaders’ development.

Discussion of the Results to Research Questions and Literature of the Study

Discussion of the Results to Research Question 1

The number one research question asked: What are those distinctive

characteristics that supportive system techniques structured on a “Plan A” vision use

within nontraditional leadership development settings for building the capacity of

aspiring executives? In finding answers regarding leadership development distinctive

characteristics of “Plan A” vision, the participants were presented with the following

interview questions that included: (a) In your opinion what are “Plan A” vision

developmental areas for aspiring executives in the nonprofit sector? (b) Do you think

“Plan A” vision of leadership development offers the right approaches for the

development of aspiring executives to seek higher roles in nonprofit sectors? If Yes.

Explain. (c) What are the characteristics or contributions of “Plan A” vision to leadership

transition for aspiring executives?

The concept was intended to determine effective development techniques that

improve leadership management understanding and create motivation to address the lack

of higher roles acceptance among aspiring executives in the nonprofit sectors. The

patterns derived from the questions information revealed that long-time leaders’ and

leadership development professionals engaged in the development of incoming leaders

use different training programs and approaches. The study participants determined that

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many leaders providing organizational leadership transition were adopting traditional and

nontraditional approaches for aspiring executives’ development based on their perceived

understanding. The study participants revealed the existence of multiple leader

development approaches and programs from traditional methods of development that are

not contributing to effective development for incoming leaders in the organization.

In the viewpoints of the study participants, many leadership development

professionals and consultants apply different techniques in the development of incoming

organizational leaders, but the techniques were not improving the acceptance of higher

roles or leadership management positions among aspiring executives. Participants stated,

“The lack of understanding on the use of relevant leadership development techniques is a

problem because it is perceived as a major constitutive factor in making nonprofit leaders

unprepared to develop aspiring executives to assume leadership positions within the

nonprofit management team.” Day et al. (2009) and Kramer and Nayak (2013) support

this viewpoint in that they justify the importance of applying leadership development

techniques as structured on a “Plan A” vision for professional development. In this way, it

can contribute to developing, building, and enhancing leadership skills, and managerial

networking functions among aspiring executives.

Leadership development characteristics according to participants’ viewpoints

comprised of engagement learning involving the demands of the 21st-century business

environment, leader-follower relationship building, teamwork in the workplace, and

growing future leaders using effective leadership management principles. This viewpoint

is confirmed by Morin and Renaud (2004) study which stressed the need for giving

leadership principles, policies, programs and adheres to a uniform organizational culture

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for incoming leaders. Providing incoming leaders with a clear understanding of

leadership principles, the demands of the 21st-century nonprofit operating environment,

and ensuring the existence of a cordial relationship between leaders and aspiring

executives might increase incoming leaders’ motivation and acceptance of higher roles in

the sector.

The participants’ viewpoints and a document reviewed information all agree that

it is the way leaders provide training and education on operations content areas that

account for either effective or ineffective leader development. Including some content

areas of training that contribute to advancing knowledge base in handling organizational

activities such as organizational vision, performance and feedback, conflict management,

and applying sound operational communications remains vital in the improvement of

leadership development in nonprofit sectors for incoming leaders. This supports the study

findings that the best leadership development techniques are those that can provide

developmental opportunities that produce lasting changes in workforce behavior (D. L.

Kirkpatrick., & Kirkpatrick, 2009). Critical to achieving such success rests on nonprofit

leaders and leadership development professionals’ ability to apply techniques and

program acceptance throughout the organization (Morin & Renaud, 2004). Further

support for participants viewpoints was confirmed by McAlearney (2008) that states,

leaders duties involves developing the new workforce to embrace decision making, time

management, and teamwork promotion. In addition, McAlearney maintained that

leadership development must focus on boosting employee morale and emphasizing the

development of followers and the organization to motivate and retain a competent

workforce for the sector. Further Hortho and Dowling (2010) maintained that

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organizational leaders should apply new development techniques to improve leadership

transition for aspiring executives within the nonprofit sector.

Discussion of the Results to Research Question 2

The number two research question asked: How have leadership development

guidelines, time management, potential prospects, role identity, conflict management and

individual leadership development stages served as effective supportive system

techniques in nontraditional leadership development settings to better motivate aspiring

executives to assume leadership roles within nonprofit management teams? In finding

answers about the supportive and motivation structure the nontraditional leadership

development techniques provide for aspiring executives leadership roles, the study

participants revealed that the four leadership techniques are not single focused training or

development opportunity. Rather, the four techniques provide several developmental

areas that improve aspiring executives’ motivation to accept higher roles in the nonprofit

sectors. The four techniques content areas of development that support leadership

development and motivation to assume leadership roles in nonprofit management teams

are presented in this study as follows:

Leadership Development Guidelines: Participants revealed that the technique

incorporates training and coaching, which involves an integrated set of learning

experiences that are linked to incoming leaders’ skills development. These learning

experiences are related to creating an understanding concerning organization mission,

vision, relationship building, and teamwork. An understanding related to learning

experiences content areas creates motivation, while the lack of understanding the

technical areas in operation is responsible for incoming leaders unwillingness to accept

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higher roles in the workplace. Participants viewpoints are supported by Adams (2010)

and Van Velsor et al. (2010) who maintained that the lack of understanding about the

importance of using relevant leadership development techniques is a problem. Thus, it

is perceived as a major constitutive factor that leads to aspiring executives being

unprepared to assume leadership positions within the nonprofit management team.

While Lewis and Heckman (2006) stated, leaders apply mentoring, and

reflective conversations using the leader-follower relationship to develop and motivate

incoming organizational leaders. Research participants maintained that leadership

development guideline provides organizational responsibilities understanding that

could have an impact on performance. Thus, participants viewpoints were confirmed

according to Lewis and Heckman (2006) as they justify the importance of effective

leadership development techniques that are connected across levels of needs and built

into the development channel such that the skills, competencies, attitudes, and

perspectives to sustain the work readiness of aspiring executives are sustained.

Participants outlined learning experience areas are represented in Figure 4.

Leadership Development Guidelines

Mission

Vision

Relationship Building

Teamwork

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Figure 4. Leadership development guidelines’ Tools

Time Management and Potential Prospect: According to participants’

viewpoint time management involves leadership development innovation, technology,

influence, and job delegation in the workplaces. The participants' viewpoint about time

management and potential prospect appears to be supported by Allen’s (2002) statement

that leaders are expected to provide leadership management tasks understanding, support,

and motivation to increase new leader operational performance in the workplace.

Participants suggested time management content areas are presented in Figure 5.

Figure 5. Time Management and Potential Prospect Tools

Role Identity and Conflict Management: Participants revealed that managerial

roles are passed or given to aspiring executives through communication, feedback,

leadership tasks, and mentorship, and the process are meant to increase understanding,

encourage leader support to incoming leaders, and provide motivation. Participants’

viewpoints are confirmed by Reynolds (1997) statement that leaders handle followers’

every-day occurring situations that may include personal interactions involving

Time Management and Potential Prospect

Technology

Influence

Innovation

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differences of opinion among the organizational team to promote conflict resolution,

anger, and practice win-win strategies in the workplace. Participants viewpoints are also

supported by Keyton (2002) who stated that internal two-way communication is meant

to create an opportunity for feedback from followers receiving support. In this way, they

can seek clarification in any area of need that might prevent them from executing their

organizational function well and at the same time clarify or redesign work to suit

followers need in the organization based on feedback. Participants suggested content

areas are presented in Figure 6.

Figure 6. Roles identity and Conflict Management Tools

Stages of Individual Leadership Development: Participants revealed stages of

development to followers’ uses step by step leadership roles to support incoming leaders’

development by applying delegation and training to support new leader job experiences.

Applying step-by-step development stages contribute greatly to new leaders or aspiring

executives’ understanding of leadership tasks to accept a new role and at the same time

Role Identity and Conflict Management

Communication

Feedback

Leadership Tasks

Mentorship

112

encourage aspiring executives’ higher roles acceptance and motivation. Research

participants’ opinions are supported by Garger (2007) statement that leadership

development is designed to address skills developmental need of workforce with the

expectation of improving new leaders’ contributions to the organization. Dalakoura

(2010) mentioned that leaders apply several developmental needs that articulate

management priorities, leadership responsibilities, and leadership behavior in the

workplace. Participants suggested content areas are presented in Figure 7.

Figure 7. Steps of Individual Leadership Development Tools

Discussion of the Results to the Literature of the Study

Theme 1. Vision and Leadership Empowerment

“Plan A” vision represents improvements in leadership development for new

leaders and provides opportunities for informal development of aspiring executives by

providing organizational vision and leadership empowerment. The results relating to

leadership development in this study add to the literature in the field. Casserley and

Critchley (2010) saw the use of an informal process for new leader development as a step

in the right direction, as traditional approaches to leadership development restrict the

Steps of Individual Leadership Development

Delegation

Training

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application of leadership development early in new leader’s development because of

limited training programs offering. According to Benko and Weisberg (2007), leadership

development provides a structure and a systematic approach that allow the organization’s

workforce job skills to develop over time in ways that match up with today’s workplace

operations. In addition, nontraditional leadership development techniques recognize,

validate, and embrace the future changing environment for organizations operations.

Antonakis et al. (2004) also stated that when leaders embrace the use of life-long

learning processes, the process can contribute to the success of the new leaders’ character

building. They also maintain that nontraditional leadership development approaches

empower, employ, develop, and encourage supportive opportunities for leaders to their

followers within the organization. For Antonakis et al. (2004) nontraditional processes

have documented leadership transition capabilities for improvement through the

combination of relevant work experiences and supportive development opportunities. As

indicated by participants, leadership empowerment is a process by which leaders share

organizational duties with their followers. The idea was interpreted as the granting of

formal authority to new leaders expected to control organizational resources in the future.

Theme 2. Performance and Feedback

Participants revealed that leaders’ responsibilities of documenting followers’

performances and providing feedback remain a vital tool for leadership development.

Leaders’ establish the goals for followers and set forth the path to achieving those goals

through the application of leadership styles that may include directing, participating, and

supporting followers’ skill development. This viewpoint was supported by Lorsch (2010)

who placed the leaders’ role in satisfying followers’ need firmly in the center of his work

114

analysis on the managerial implications of changing workforce demographics. Pointing

that interactions or feedback from the leader to follower should present precise

information to the understanding of workforce with the aim of improving performance

(Lorsch, 2010). The idea derived from the current study data, suggests that leadership

development boost employee morale and ensures the development of both followers and

the organization need to motivate and retain a productive workforce. Leaders set higher

performance goals aimed at helping employees to accept multiple tasks or goals. The

process can motivate aspiring executives to persist when they face difficult organizational

challenges during their leadership transition. Research information also stated that

encouraging new leaders through feedback while they perform their duties motivates

them to embrace higher operational challenges with courage (Robbins & Coulter, 2004).

Theme 3. Efficiency and Conflict Management in the workplace

Participants’ information revealed getting aspiring executives to work together

and accept leadership roles in the workplaces may require the application of different

development modules or programs. These participants’ viewpoints appear to concur with

Maslow’s (1943) assertion that empowerment represents a secondary need factor to

individual’s satisfaction and remains the last need expectation for an individual’s in

training or seeking skills development. Maslow maintained the primary base need for an

individual’s career development rest on satisfying their internal or basic needs of life, as

well as a need to control and cope with social demands. The professional participants of

this study stated that the growth or stages of development in the lifecycle of followers

motivate, promotes, encourages, and supports the expansion of knowledge, including

optimizing new leaders’ leadership competence and performance. These professional

115

participants’ idea appears to be supported by Maslow’s (1943) personal empowerment

theory as a basis for developing aspiring executives to handle organizational management

functions better. For that reason, the recognition of leadership as a force in workforce

improvement has allowed different organizations to embrace leadership development

support and responsibility sharing among members, and the ability to create relationships

within the workplace (Ancona et al., 2009). McAlearney (2008) also attributes leadership

development of the workforce to embrace innovations, decision- making, and teamwork

promotion as vital to leadership development improvement.

Theme 4. Operational Communication

Participants of this current study also maintain that communication is a tool that

leaders can use to establish their organizations’ presence within society, introduce their

service lines, send profiles of the nonprofit board members’ team, document successes

achieved in the industry, and provide general organizations’ operations. Communication

may be spoken or written, and it can use different models to send information from

leaders to followers. Nonprofit organization leaders must be willing to develop and

communicate a working plan to followers and departments to ensure smooth operation in

the delivery of organization service at all levels. The participants’viewpoints are

supported by Lucas’s (2008) recommendation that nonprofit organization leaders’

communication activities must include e-communication, newsletters, e-mails, bulletins,

and use of the Internet to post organizational information to shape the knowledge base of

new leaders and the public. Communication must clearly address issues of concern for

new leaders to motivate them, including organizations needs and expectations for the

workforce. A leader, who communicates effectively to establish his or her organization’s

116

presence in society will attract public confidence and provide enough information to new

leaders to be motivated and ready to accept leadership roles.

Conclusions Based on the Results

Professional leaders of this current study suggested that when an organization

focuses its vision on being successful, the leadership effort must be directed toward

mobilizing, developing, and sustaining good leadership at all levels of organizational

operation in the workplace. In addition, the main work for leaders as presented in this

study data is to provide the elements of leadership development for incoming leaders and

good governance by adhering to an effective leadership transition. By way of

accomplishing these suggested tasks, organizations need systems focused leaders who are

committed to carrying entire organization and the workforce to deliver the organizational

mission. Good leaders are those with vision, who attract organizational change, seek

improvement opportunities, and can transform organizations through experimentation of

different tasks and risks. The work of Hickman (2009) also echoes the perception of the

fifteen study participants’ viewpoints in that leadership tasks must include implementing

workforce collaborations, establishing organizational positioning, and effecting change.

Leadership tasks include effective operational communication addressing followers’

concerns and organizational work directions, workforce skill development, problem-

solving skill development, networking, goal setting, organizational environment

adaptability, planning and programming, and supervisory functions. Leadership tasks also

involve a commitment to organizational goals and missions, the development of personal

values, ethical development, a focus on integrity, the willingness to accept responsibility

in the workplace, a focus on the welfare of the organization’s clients, as well as a desire

117

for change. The above viewpoints can be said to be in alignment with Adams’s (2010)

assertion that leadership is about leading followers to do well in their functional areas of

service in an organization and to see that organizational resources are used to meet

objectives. Leadership is about giving people a shared vision and value of operations in

organizational settings. Leadership functions to encourage followers to adhere to

managerial principles and organizational work guidelines. This study data points to the

fact that leadership development achievement lies in ensuring that aspiring executives

seek, accept, and lead organizations with an innovative knowledge of upholding

management leadership standards.

Comparison of Findings with Theoretical Framework and Previous Literature

A conclusion rendered from this study pertains to literature information gathered

concerning “Plan A” vision nontraditional leadership development. Leadership transition

offers organizations strategic advantages in rapidly changing the global environment

(Fulmer & Goldsmith, 2000). These research conclusions provide an understanding of

leadership development approaches of a “Plan A” vision using nontraditional leadership

development techniques. Nonprofit organizations’ leadership succession challenges arise

from the need to develop future leaders internally with input from long-time leaders.

According to Adams (2010), to be motivated, incoming new leaders need information

that clearly explains leadership roles. Leadership succession planning for nonprofit

organizations is necessary to maintain skilled leaders who are ready to manage nonprofit

human need and material resources for effective service delivery to communities of

interest (Rothwell, 2015). Nonprofit operational delivery success will depend on how

well incoming new leaders are developed. Improving leadership transition, especially for

118

aspiring executives, centers on providing information representing organizational vision,

mission, and relationship building, which are important aspects of organizational

leadership development. Aspiring executives cannot lead or manage the nonprofit sector

operations without first knowing the missions and visions of the organizations they intend

to lead. In addition, long-time leaders must create or maintain leader/follower

relationships that support cordial relationships and knowledge transfer to account for

motivation by communicating organization’s mission and vision to new leaders’

acceptance. The role of leaders is to ensure that aspiring executives are developed to

understand the vision and mission of their organizations early in their preparation for

leadership duties. Creating an understanding of leadership principles, goals and

aspirations, support, and motivation and guiding aspiring executives to seek higher roles

in the nonprofit sector remains a function lacking implementation among long-time and

current leaders.

Interpretation of the Findings

The findings provide knowledge regarding ways to effectively coach, motivate,

support, and develop aspiring executives to embrace leadership roles. The knowledge

will assist new leaders to become better prepared academically and professionally to

assume leadership roles in nonprofit organizations. In addition, the understanding from

the study may provide the basis for leadership curriculum design and improve methods

by which leadership development training will be provided in the future, as well as the

ways leadership consultants provide their expertise toward nonprofit sector leadership

transition. This may also provide data to help improve training, implement organizational

119

operations, and ensure developmental management skills that could ensure leadership

retention for the sector.

This study provided an in-depth understanding of four contextual areas of

supportive system techniques used within nontraditional leadership development settings

using an exploratory-interpretive case study. It also contributed to the knowledge base of

nonprofit succession planning by revealing the true potential of the four supportive

system techniques that may provide opportunities to encourage aspiring executives to

seek leadership roles within the nonprofit sector. This study data might give nonprofit

leaders more information regarding leadership transition practices and approaches

capable of improving leader retention (Benko & Weisberg, 2007). Leadership

development represents the expansion of aspiring executives’ capacity to be effective in

leadership roles and processes by influencing them more effectively and positively to

handle organizational duties. It encompasses every form of growth or stages of

development in the lifecycle of followers by promoting, encouraging, and supporting the

expansion of knowledge and optimizing individual leadership competence and

performance (Van Velsor et al., 2010).

Limitations

The limitation of this study rests on its scope to generate data from only two

groups of participants: leadership professionals and aspiring executives from the state of

Georgia. The study excludes the participation of the general population from the state of

Georgia. For this reason, research results represented the viewpoints of only selected

participants regarding the supportive system techniques grounded in a “Plan A” vision

used within nontraditional leadership development settings (Yin, 2009). No attempt was

120

made to generalize the findings of this study beyond its scope, including the study data

drawn from a single U.S. state, cannot represent the opinion or perspective of the entire

country’s professional leaders and aspiring executives. These study data gathered from

several sources posed no problem, as data were analyzed using a triangulation strategy

that minimized research bias and provided information-rich data for establishing validity

in case study research (Merriam, 1998; Yin, 2017).

Another limitation was data collection bias. When conducting qualitative

research, the person conducting the data collection instrument can pose potential biases

on the assumptions, beliefs, and perceptions of the research process (Creswell, 2009).

The background did not shape the way the research data is interpreted to document the

results of the study. This influence of background was not a problem and did not

influence the research data interpretation. The interpretation bias was minimized through

the use of empathy neutrality, including member-checking and peer examination

strategies. According to Patton (1990), an empathy neutrality strategy is a framework that

can allow research investigators to maintain a professional line of duty during data

collection with research participants and report the exact information gathered from the

participants’ points of view.

Implications for Practice

This study’s results may implicate:

1. Current nonprofit leaders may learn effective leadership transition techniques

to address the shortage of new leaders currently faced by nonprofit sectors

(Day et al., 2009).

121

2. Professional leadership consultants may learn new approaches to strengthen

leadership development training in nonprofit organizations (Hernez-Broome

& Hughes, 2004).

3. Nonprofit board executives may gain insight into leadership development

techniques for communication to departmental leaders to strengthen the

internal development of aspiring executives and support leadership transition

in nonprofit sectors (Van Velsor et al., 2010).

4. Aspiring executives may see windows of opportunity for their leadership

development and retention in nonprofit sectors to end their movement to for-

profit organizations.

This study provided a window for understanding “Plan A” vision approaches,

strengths, and limitations to nonprofit management teams and leadership professionals

that may draw and apply them to aspiring executives’ leadership transition. “Plan A”

vision ensures that aspiring executives are developed to manage nonprofit operations,

workplace, and utilize technological advancements involving organizational leadership.

Leadership development enables aspiring executives to understand leadership roles and

encourage them to seek management positions with proper knowledge and leadership

responsibility transfer. Austin et al. (2011) were cited regarding the supportive system

techniques used within nontraditional leadership development settings to better develop

aspiring executives. The data provides an understanding of supportive system techniques

structured in a “Plan A” vision of nontraditional leadership development settings. The

concept of attracting, developing, and retaining skilled new leaders for the nonprofit

sector remains central to the applications of nontraditional leadership transition.

122

Leadership improvement depends in large measure on ensuring that new leaders are

properly developed. Leadership literature points to the fact that a good leader influences

the quality of service an organization renders to the public. The study attempted to

provide nonprofit board members with information to assist in formulating and

implementing procedures to support the development of new leaders who could

systematically guide the work and services of nonprofit organizations as long-time

leaders retire from the workforce.

Recommendations for Further Research

During data collection, participants made many recommendations that nonprofit

organization leaders and interested individuals seeking to prepare aspiring executives for

management leadership development could consider for their leadership transitions.

These include the adaption of sound organizational communication and mentorship

among aspiring executives and leaders who will assist in positioning new leaders for

organizational management leadership. These research data present the notion that

applying “Plan A” vision supportive system techniques of nontraditional leadership

development might ensure effective leadership development for aspiring executives to the

nonprofit sector. The process could improve leadership transition and increase the

retention of highly skilled new leaders willing to seek leadership roles within the

nonprofit sector and discourage the departure of new leaders to for-profit organizations.

The study recommended further research that could explore and interpret the four

supportive system techniques of nontraditional leadership development of the “Plan A”

vision for future leaders to build on the benefits of informal leadership development

outside existing traditional leadership concepts using quantitative research methods to

123

attract generalization of research findings. This study should be replicated in other

regions of the United States using a larger research sample to expand the knowledge of

existing nontraditional leadership development to create awareness of informal leadership

development approaches for aspiring executives and to improve nonprofit leadership

transition in the 21st-century work environment. This research study is limited in its scope

because it uses only two groups of participants to generate data.

Conclusion

This study intended to contribute to the body of knowledge concerning the unique

characteristics of supportive system techniques used in motivating skilled aspiring

executives to assume leadership roles within the nonprofit management team by utilizing

an exploratory-interpretive case study design approach. Thus, the study did not generalize

the findings beyond the intended scope of gaining an in-depth understanding of the four

contextual areas of supportive system techniques used within nontraditional leadership

development settings. This study has contributed to the knowledge base of nonprofit

succession planning by creating an in-depth understanding of the four supportive system

techniques that were conceptually analyzed to understand leadership roles within

nonprofit management teams involving leadership development persuasion,

collaboration, consultation, and appeal to encourage aspiring executives to seek

organizational leadership responsibilities in the workplace. Nonprofit leaders are better

informed regarding leadership transition practices and approaches that can improve the

retention of new leaders. Critical to achieving such success rests on the ability of

nonprofit leaders and leadership development professionals to apply techniques and

program acceptance throughout the nonprofit sector.

124

“Plan A” vision represents directorship, governance, governorship, control,

command, power, dominion, influence and administration of organizational activities.

The plan provides leadership succession planning by revealing the true leadership roles

within the nonprofit sector, providing an organizational vision and mission, and building

workforce relationships. It is hoped that this study will give voice to the problem of the

shortage of new leaders in the nonprofit sector and the unpreparedness of aspiring

executives to lead nonprofit sectors. Also, this study will provide the support needed in

leadership transitions by providing sound leadership development path for aspiring

executives. The study will enable incoming leaders to accept management leadership

positions in the nonprofit sector and build confidence among new leaders or aspiring

executives to seek and accept higher roles, be motivated, and encouraged to embrace

leadership roles in the nonprofit sector.

125

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STATEMENT OF ORIGINAL WORK

Academic Honesty Policy

Capella University’s Academic Honesty Policy (3.01.01) holds learners accountable for the integrity of work they submit, which includes but is not limited to discussion postings, assignments, comprehensive exams, and the dissertation or capstone project.

Established in the Policy are the expectations for original work, the rationale for the policy, the definition of terms that pertain to academic honesty and original work, and disciplinary consequences of academic dishonesty. Also stated in the Policy is the expectation that learners will follow APA rules for citing another person’s ideas or works.

The following standards for original work and definition of plagiarism are discussed in the Policy:

Learners are expected to be the sole authors of their work and to acknowledge the authorship of others’ work through proper citation and reference. Use of another person’s ideas, including another learner’s, without proper reference or citation, constitutes plagiarism and academic dishonesty and is prohibited conduct. (p. 1)

Plagiarism is one example of academic dishonesty. Plagiarism is presenting someone else’s ideas or work as your own. Plagiarism also includes copying verbatim or rephrasing ideas without properly acknowledging the source by author, date, and publication medium. (p. 2)

Capella University’s Research Misconduct Policy (3.03.06) holds learners accountable for research integrity. What constitutes research misconduct is discussed in the Policy:

Research misconduct includes but is not limited to falsification, fabrication, plagiarism, misappropriation, or other practices that seriously deviate from those that are commonly accepted within the academic community for proposing, conducting, or reviewing research, or in reporting research results. (p. 1)

Learners failing to abide by these policies are subject to consequences, including but not limited to dismissal or revocation of the degree.

http://www.capella.edu/assets/pdf/policies/academic_honesty.pdf

http://www.capella.edu/assets/pdf/policies/research_misconduct.pdf

140

Statement of Original Work and Signature

I have read, understood, and abided by Capella University’s Academic Honesty Policy (3.01.01) and Research Misconduct Policy (3.03.06), including Policy Statements, Rationale, and Definitions.

I attest that this dissertation or capstone project is my own work. Where I have used the ideas or words of others, I have paraphrased, summarized, or used direct quotes following the guidelines set forth in the APA Publication Manual

Learner name Kan Ottah Date August 29, 2017

http://www.capella.edu/assets/pdf/policies/academic_honesty.pdf

http://www.capella.edu/assets/pdf/policies/research_misconduct.pdf

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APPENDIX A. PROFESSIONAL PARTICIPANTS INTERVIEW QUESTIONS

Questions:

1. How was your early morning meeting today? Well, I am here to gather

information relating to nontraditional leadership development techniques. Are

you aware of nontraditional leadership development approaches for

leadership transition in nonprofit settings?

2. How long have you heard or been using the techniques in your leadership

development training?

3. Good! Do you know of “Plan A” vision theory of leadership development?

4. Explain to me the foundation of “Plan A” vision in leadership transition?

5. Nice information! Please address the four areas of support emphasized in the

“Plan A” vision:

• Leadership development guidelines.

• Time management and potential prospects.

• Role identity and conflict management.

• Stages of individual leadership development.

6. Is “Plan A” vision a tool for development? If yes, why?

7. As mentioned earlier, I am conducting this study to gain an in-depth

understanding of a “Plan A” vision of nontraditional leadership development,

hoping to collect useful information for reporting to the research community.

Do you have additional information or materials based on your experience in

leadership development for many years that you feel will improve nonprofit

sector new leaders’ development?

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APPENDIX B. ASPIRING EXECUTIVES INTERVIEW QUESTIONS

Open-Ended Questions:

Good afternoon and nice to meet you.

As best as you can, tell me how nontraditional leadership development techniques

assisted you to acquire management leadership experiences that you now use in the

workplace.

As best as you can, tell me the kinds of support you received from leaders or leadership

professionals during your l leadership development process.

In your opinion do nontraditional leadership development approaches work in assisting

aspiring executives to seek higher roles in nonprofit leadership?

How often did you receive job coaching and mentorship from your direct boss at work?

Mention the four areas of support you received during leadership development training

and how each was applied by the leader to improve your situation?

Why do skilled aspiring executives seek employment with for-profit organizations?

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APPENDIX C. STANDARDIZED OPEN-ENDED QUESTIONS

Questions:

As best as you can, describe the four areas of support that you believe have the greatest

impact on leadership development of aspiring executives in nonprofit settings

Describe the effect of support from mentorship and coaching in the nonprofit leadership

transition

Does the process provide opportunities to develop new leaders’ roles in the management

of nonprofit sector?

What is responsible for aspiring executives leaving nonprofit sectors to for-profit

organizations?

As best as you can, tell me the best way to develop new leaders for nonprofit

management team and avoid shortage of highly skilled leaders in the future.

Do you think “Plan A” vision of leadership development offers the right approaches for

the development of aspiring executives to seek higher roles in nonprofit sectors?

Thank You, and that concludes the data collection season.

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APPENDIX D. FOCUS GROUP DISCUSSIONS

Ground Rules for the Discussion:

• There are no rights or wrong answers to address research issues.

• We can have disagreements, but please be respectful to each other.

• Everyone will have an opportunity to participate in the discussion.

• Please be candid and honest when responding to any issue.

Thank you for your time and for being a member of the research focus group.

Background

I will start with some background information about you and your role in leadership

development.

• Tell me a little about yourself and background.

• Describe what you have been using to develop new leaders for nonprofit s

• What role do you see nontraditional development techniques play in the

new leaders’ development for nonprofit sector?

• What do you know about the “Plan A” vision of leadership development

theory?

• How valuable is “Plan A” vision of nontraditional leadership development

in aspiring executives’ management leadership development within

nonprofit settings?

• Do you ever use traditional leadership development techniques in

leadership transition? If No, why?

• Explain the four areas of supportive system techniques emphasized in the

‘Plan A” vision:

145

1. Leadership development guidelines.

2. Time management and potential prospects.

3. Role identity and conflict management.

4. Stages of individual leadership development.

• Do you think it is important for current leaders to constantly support

aspiring executives’ leadership development using the four supportive

system techniques of nontraditional leadership development approaches?

If so, explain your reasons for upholding the four areas of support.

• How often do you experience aspiring executives leaving nonprofit sectors

to for-profit organizations and what factors are responsible?

Thank you for supporting this study with your inputs.

Roles of the Researcher