Executive ability

Levels of self-directed learning readiness, strategic thinking and leader
effectiveness in nonprofit directors were obtained from a sample of YMCA
directors who responded to an online survey. The resulting data were analyzed
to determine if correlations between the measures were observed and if the
relationships were moderated by employment, geographic or demographic
variables.
Self-directed learning readiness and strategic thinking were highly
correlated. Analysis of the questionnaires from 471 respondents demonstrated
that the correlations between self-directed learning readiness and strategic
thinking were robust (r = .58, p < .001 ). Leader effectiveness was found to
correlate with these two constructs at identical and significant levels (r = .1 0,
p < .05). These correlations present evidence of positive relationships between self-directed learning levels, strategic thinking levels and leader effectiveness.
Correlations were also found for self-directed learning readiness and each
of the three subscales of strategic thinking, reframing, reflecting and systems
thinking, and the leader effectiveness measure; and for the reframing subscale of
strategic thinking with leader effectiveness. Responses to open-ended questions
reflected the use of self-directed learning strategies and strategic thinking by the
sample in preparing for challenges in education and leadership.
Correlations between strategic thinking and leader effectiveness were
moderated by ethnicity. Levels of correlation between self-directed learning
readiness and strategic thinking were moderated by the variables of years of
AYP membership and number of branches supervised, the level of performance
rating desired, and years of similar employment.
The YMCA directors in this study were determined to be effective leaders
who used strategic thinking and self-directed learning strategies to meet the
demands of their leadership roles.
The results indicate that individuals who exhibit self-directed learning
tendencies can be expected to use strategic thinking strategies; that those who
are strategic thinkers reflect self-directed learning behavior; and that leader
effectiveness is supported by the possession of strategic thinking and selfdirected
learning skills.

The purpose of this grounded theory study was to explore the selfdevelopment
of women executives of philanthropic organizations to determine
their approaches to learning for leading. Women occupy 1.4% to 53% of the
executive positions in the U.S. depending on the sector, yet little is known about
their learning needs and strategies. The research questions asked how these
women executives learned to develop successfully in their positions and what
informal learning strategies they used. This study explored the perspectives of 22
women executives of philanthropic organizations in South Florida and Western
Washington. The foundations represented by the participants varied widely in
size, purpose, and structure. The study yields evidence that learning and leading are inextricably
connected. There is also evidence that learning needs and learning strategies
change over the course of one's career. They use a variety of learning resources
including mentors, workshops, and resources such as books, journals and the
internet. Early strategies include training and mentoring. Later strategies refine
conceptual skills through conversations with colleagues. Discussion includes
implications for executive development programs and recommendations for
practice and further research.

The purpose of this qualitative case study was to examine perspectives of attorneys who have transitioned into community college leadership. The study sought to answer questions concerning why attorneys decided to change careers, how they transition into new careers, and to what extent their legal backgrounds helped them in educational leadership. Interviews were conducted of 20 former attorneys across America on their perspectives about career transition and leadership competencies to determine whether they might serve as a viable source for leadership. Participant perceptions revealed a transition to make a difference, the transition process was smooth, and transition was made for a better work environment. Participants recommended for career changers coming from law to informally learn about community colleges, gain work experience therein, and to earn another degree. Participants reported high abilities in communications and professionalism, which are current AACC leadership competencies. Some participants reported low collaboration competencies. Participants also recommended positive reinforcement, teamwork, and problem-solving as additional AACC leadership competencies. Moreover, participants reported other transferable skills including legal expertise, business sense, and analytical skills. Recommendations from this study include a policy and practice of considering lawyers for educational leadership provided they demonstrate work and commitment toward a transition into community college leadership.

The relationship between the compensation (total and percent at risk) of 240 CEOs from 1986 to 1991, and several CEO resource allocation decisions (R&D, advertising, employees, business segments, and acquisitions) and subsequent firm performance was explored. The firms (Forbes-CEOs of the largest 800 public companies) had the same CEO for the entire period. The resource allocation decisions and the measures of firm performance (ROA, ROE, ROI, ROS, cashflow/sales, and stock return) were obtained from COMPUSTAT. The number of acquisitions was obtained from Mergers and Acquisitions. The percent of CEO compensation at risk was found to be associated with the change in R&D and the change in the number of business segments. Total CEO compensation was found to be positively associated with the change in advertising expenses, the change in the number of employees, and the change in the number of acquisitions. A principal components analysis indicated that the performance measures loaded on two factors, representing firm profitability and returns to stockholders. The relationship between CEO compensation and firm performance was explored using two stage simultaneous equations. The model considered the effects of prior firm performance on the relationship. The amount of total CEO compensation and the percent of CEO compensation at risk were found to be positively associated with subsequent firm profitability for several years. Total CEO compensation and the percent of CEO compensation at risk were positively associated with subsequent return to stockholders in one year. However, the results were not consistent across all the years of the study and the amounts of firm performance explained by the models were small.