Model
Digital Document
Publisher
Florida Atlantic University
Description
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.
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.
Member of