title: Developing and evaluating a training programme for  leadership behaviours focusing on  psychological theory of transactional analysis

authors: Budukh, Meenal

subjects: Leadership

abstract: In situations of conflict, it is commonly found that a leader’s communication style matters  tremendously to deliver an intended message (Khan, Ismail, Hussain, & Alghazali, 2020). Especially in times such as pandemics, wars, industrial revolutions it is the leaders that are discussed the most (Vacharkulksemsuk & Fredrickson, 2013). One of the many topics discussed regarding this profile of leadership is the communication style that is used by the leaders, especially during trying times such as mergers, change in leadership positions, or changes at any level of an organisation (Pavitt, 1999). 
Drawing on an existing psychological theory that attempts to target the complex psychological aspect of communication developed by Dr Eric Berne (1961) known as, Transactional Analysis (TA), the aim of this study was to first, adapt TA from a psychological theory to a business training programme for leaders, to be applied at the workplace. This aspect of TA has been missing from workplace leadership training (Nykodym, Longenecker, & Ruud, 1991). Second, this thesis sought to evaluate the adapted training programme that is based on the theory developed by Berne (1961), to ascertain its validity in a leadership sample away from the theory’s psychological settings. 
Training evaluation is central to the successful implementation of training in the workplace (Farjad, 2012). While there are many types of evaluations, this thesis evaluated the TA training programme using a two-fold strategy. First, using the Johari Window (Luft & Ingham, 1955) to evaluate leaders’ insights into the process of communication. Second, using Kirkpatrick’s (Watkins, Leigh, Foshay, & Kaufman, 1998) four levels of evaluation i.e. 1. Reactions 2. Learning 3. Behaviour 4. Results. The participants completed a second evaluation of the training programme one week after the intervention using Kirkpatrick’s evaluation model. 
The training programme was conducted for 11 participants of various backgrounds with leadership and business work experience, for 60 minutes each day for four days, with the training programme being evaluated on the fifth day. The sample consisted of Masters of Business Management Students, Bachelor of Engineering, Master of Cyber Security, Bachelor of Animal Behaviour, and other such programmes offered by the University of Waikato. These participants were international students, who largely had leadership experience, who were completing a one year Executive Education and or Masters level course. Participants chose to attend the training programme either via online zoom calls or face-to-face. There were 4 online participants and 7 face-to-face participants in total. 
While most participants’ feedback was that the TA training programme was relevant, well delivered, and interesting, some participants suggested that improvements in the timing and depth of the topics covered in the training could be made. In terms of evaluation, using the Johari window, the study showed, overall, increased levels of positive introspection and improved communication. Evaluation via Kirkpatrick showed that in terms of 1.Reactions – TA training was received as largely positive. 2. Learning – evaluated to be mainly good 3. Behaviour – evaluated to be overall consistent, overall demonstrating that the training module was successfully adapted for leaders. 
A limitation observed in the thesis was small sample size. It is also recommended that a replication of this study and evaluation over larger and more diverse samples (for example workplace, not student leaders) would be beneficial. Furthermore, future research may want to increase the teaching time to more than 60 minutes and delve deeper into some of the concepts covered to enhance the programme.
In summary, a training module adapted from Berne (1961) on TA was developed and taught to leadership students studying tertiary degrees. Largely the evaluation of this adapted TA training programme was that it was both well received and that it does bring positive changes for leaders.

text: Developing and evaluating a training programme for  leadership behaviours focusing on  psychological theory of transactional analysis In situations of conflict, it is commonly found that a leader’s communication style matters  tremendously to deliver an intended message (Khan, Ismail, Hussain, & Alghazali, 2020). Especially in times such as pandemics, wars, industrial revolutions it is the leaders that are discussed the most (Vacharkulksemsuk & Fredrickson, 2013). One of the many topics discussed regarding this profile of leadership is the communication style that is used by the leaders, especially during trying times such as mergers, change in leadership positions, or changes at any level of an organisation (Pavitt, 1999). 
Drawing on an existing psychological theory that attempts to target the complex psychological aspect of communication developed by Dr Eric Berne (1961) known as, Transactional Analysis (TA), the aim of this study was to first, adapt TA from a psychological theory to a business training programme for leaders, to be applied at the workplace. This aspect of TA has been missing from workplace leadership training (Nykodym, Longenecker, & Ruud, 1991). Second, this thesis sought to evaluate the adapted training programme that is based on the theory developed by Berne (1961), to ascertain its validity in a leadership sample away from the theory’s psychological settings. 
Training evaluation is central to the successful implementation of training in the workplace (Farjad, 2012). While there are many types of evaluations, this thesis evaluated the TA training programme using a two-fold strategy. First, using the Johari Window (Luft & Ingham, 1955) to evaluate leaders’ insights into the process of communication. Second, using Kirkpatrick’s (Watkins, Leigh, Foshay, & Kaufman, 1998) four levels of evaluation i.e. 1. Reactions 2. Learning 3. Behaviour 4. Results. The participants completed a second evaluation of the training programme one week after the intervention using Kirkpatrick’s evaluation model. 
The training programme was conducted for 11 participants of various backgrounds with leadership and business work experience, for 60 minutes each day for four days, with the training programme being evaluated on the fifth day. The sample consisted of Masters of Business Management Students, Bachelor of Engineering, Master of Cyber Security, Bachelor of Animal Behaviour, and other such programmes offered by the University of Waikato. These participants were international students, who largely had leadership experience, who were completing a one year Executive Education and or Masters level course. Participants chose to attend the training programme either via online zoom calls or face-to-face. There were 4 online participants and 7 face-to-face participants in total. 
While most participants’ feedback was that the TA training programme was relevant, well delivered, and interesting, some participants suggested that improvements in the timing and depth of the topics covered in the training could be made. In terms of evaluation, using the Johari window, the study showed, overall, increased levels of positive introspection and improved communication. Evaluation via Kirkpatrick showed that in terms of 1.Reactions – TA training was received as largely positive. 2. Learning – evaluated to be mainly good 3. Behaviour – evaluated to be overall consistent, overall demonstrating that the training module was successfully adapted for leaders. 
A limitation observed in the thesis was small sample size. It is also recommended that a replication of this study and evaluation over larger and more diverse samples (for example workplace, not student leaders) would be beneficial. Furthermore, future research may want to increase the teaching time to more than 60 minutes and delve deeper into some of the concepts covered to enhance the programme.
In summary, a training module adapted from Berne (1961) on TA was developed and taught to leadership students studying tertiary degrees. Largely the evaluation of this adapted TA training programme was that it was both well received and that it does bring positive changes for leaders.

year: 2021

title: Bodies, buildings and rhythm

authors: Hutcheson, Gail Yvonne

abstract: This project has also been shot through with movement, including: seismic movement, movement of people (relocation), emotional movement  and rhythmic movement

text: Bodies, buildings and rhythm This project has also been shot through with movement, including: seismic movement, movement of people (relocation), emotional movement  and rhythmic movement

year: 2014

title: Ngā Tuituinga o te Pōtae: Rangatahi perspectives of leadership within Ngāti Maniapoto

authors: Moss, Luke

subjects: Rangatahi

abstract: Research on youth leadership development is often saturated by adult perceptions and thus the literature often lacks youth voice and youth perspective on what integral areas are needed for successful youth leadership development. This research focuses on the rangatahi of Ngāti Maniapoto and their perspectives of leadership within the iwi to aid the gap in academic literature relating to youth perception of leadership development.

Maniapoto has an abundance of leadership examples from the plethora of tūpuna that have developed the iwi to the leaders of contemporary Maniapoto pushing the iwi forward. The purpose of this research is to delve into the perspectives of rangatahi Maniapoto that pertain to good leadership qualities, their perception of leadership, unique leadership styles within Maniapoto, rangatahi leadership skills and perspectives of youth development within the iwi. By interviewing rangatahi with strong connection to Maniapoto this information of their perspectives revealed four integral areas of rangatahi leadership development were collated into a model for dissemination and use within the iwi for youth development practices. This model is named Ngā Tuituinga o te Pōtae and has four areas, education, collective, communication and vision. Education was identified by rangatahi as they found that learning Maniapoto reo and tikanga was integral for a Maniapoto leader, in addition they saw an opportunity to establish a wānanga to future proof our Maniapototanga. A collective approach to leadership was highlighted as the rangatahi perceive that Maniapoto leaders need to be well known in the community and have good relationships with iwi members to be successful. Rangatahi reported that communication was an important attribute for leaders to have, not just speech but communicating by doing was essential for a Maniapoto leader. Finally, rangatahi explained that leaders need to have a vision for the taiao and a vision for our people to be a successful leader, and be able to take the iwi to a place they have not been to before.

This study adds to the scarce literature on youth perceptions on youth leadership development and definitively answers the question on how rangatahi of Maniapoto perceive leadership and how rangatahi of Maniapoto would develop leadership within Te Nehenehenui. The key findings presented in this thesis indicate that rangatahi from Maniapoto engage and identify leadership in many ways, however they do agree that leadership development is necessary for Maniapoto to flourish in the future. Applying this model and research within the iwi will create new foundations for leadership to grow within Maniapoto, and fill the gap of leadership for the iwi that rangatahi have identified.

text: Ngā Tuituinga o te Pōtae: Rangatahi perspectives of leadership within Ngāti Maniapoto Research on youth leadership development is often saturated by adult perceptions and thus the literature often lacks youth voice and youth perspective on what integral areas are needed for successful youth leadership development. This research focuses on the rangatahi of Ngāti Maniapoto and their perspectives of leadership within the iwi to aid the gap in academic literature relating to youth perception of leadership development.

Maniapoto has an abundance of leadership examples from the plethora of tūpuna that have developed the iwi to the leaders of contemporary Maniapoto pushing the iwi forward. The purpose of this research is to delve into the perspectives of rangatahi Maniapoto that pertain to good leadership qualities, their perception of leadership, unique leadership styles within Maniapoto, rangatahi leadership skills and perspectives of youth development within the iwi. By interviewing rangatahi with strong connection to Maniapoto this information of their perspectives revealed four integral areas of rangatahi leadership development were collated into a model for dissemination and use within the iwi for youth development practices. This model is named Ngā Tuituinga o te Pōtae and has four areas, education, collective, communication and vision. Education was identified by rangatahi as they found that learning Maniapoto reo and tikanga was integral for a Maniapoto leader, in addition they saw an opportunity to establish a wānanga to future proof our Maniapototanga. A collective approach to leadership was highlighted as the rangatahi perceive that Maniapoto leaders need to be well known in the community and have good relationships with iwi members to be successful. Rangatahi reported that communication was an important attribute for leaders to have, not just speech but communicating by doing was essential for a Maniapoto leader. Finally, rangatahi explained that leaders need to have a vision for the taiao and a vision for our people to be a successful leader, and be able to take the iwi to a place they have not been to before.

This study adds to the scarce literature on youth perceptions on youth leadership development and definitively answers the question on how rangatahi of Maniapoto perceive leadership and how rangatahi of Maniapoto would develop leadership within Te Nehenehenui. The key findings presented in this thesis indicate that rangatahi from Maniapoto engage and identify leadership in many ways, however they do agree that leadership development is necessary for Maniapoto to flourish in the future. Applying this model and research within the iwi will create new foundations for leadership to grow within Maniapoto, and fill the gap of leadership for the iwi that rangatahi have identified.

year: 2021