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How Directors or Service Coordinators of Veteran Support Services Use Four Servant Leadership Characteristics to Develop High-Performing Teams
No full textABSTRACT
How Directors or Service Coordinators of Veteran Support Services Use Four Servant Leadership Characteristics to Develop High-Performing Teams
by Marcus Moore
Purpose: The purpose of this phenomenological study was to explore and describe how exemplary veteran support service leaders employ four key facets of servant leadership— listening, stewardship, building community, and commitment to people’s growth—as outlined by Spears (2010) to develop a high-performing team to support organization success.
Methodology: A qualitative, phenomenological method was chosen to explore participants’ experiences and perceptions regarding how they use four servant leadership characteristics to develop and maintain high-performing teams in veteran support service agencies. Respondents were purposefully selected based on specific criteria and recommendations from an expert panel. Nine exemplary veteran support service directors or service coordinators in veteran support services were selected to be interviewed and provided insight on what they believed are the most important strategies related to these four characteristics to develop high performing teams.
Findings: Examination of qualitative data from the nine veteran support service directors or service coordinators participating in this study indicated various findings. First, active listening emerged as foundational for building trust and psychological safety within teams, resulting in stronger team engagement. Second, transparent stewardship through effective resource management and consistent follow through created sustainable high-performing teams. Third, building inclusive communities through regular team meetings and balanced communication strengthened team cohesion. Fourth, leaders who demonstrated commitment to comprehensive professional development programs enhanced team capabilities and engagement.
Conclusions: The study supported the implementation of servant leadership characteristics as crucial for developing high-performing teams in veteran support services. The findings revealed that directors who practiced active listening, demonstrated transparent stewardship, fostered inclusive communities, and committed to professional development created stronger teams better equipped to serve veterans. Clear mission alignment combined with strategic team selection proved essential for sustained organizational success.
Recommendations: The researcher recommends conducting a meta-analysis comparing servant leadership effectiveness among different service sectors, developing strategies for virtual team building, and creating programs for integrating nonveteran staff members. Organizations should establish formal leadership development programs incorporating servant leadership principles and develop clear metrics for measuring team performance under servant leadership approaches
Leadership Practices for High-Performance Teams: Insights from Veteran Active-Duty United States Air Force Leaders Using a Conceptual Framework for Team Development
No full textPurpose: This mixed methods study investigated how influential veteran active-duty United States Air Force (USAF) leaders leverage clarity, connection, and communication to build high-performance teams (HPTs). Qualitative data provided in-depth insights into leadership practices in diverse operational settings, while quantitative data assessed the perceived importance of these competencies.
Methodology: This mixed methods approach combined qualitative and quantitative methods that allowed for a comprehensive understanding of how veteran active-duty USAF leaders build HPTs (Creswell & Creswell, 2018; McMillan & Schumacher, 2010; Patten & Newhart, 2018). The qualitative data obtained through interviews of eight studyparticipants details and context on how veteran active-duty USAF leaders implemented practices in different operational settings. Quantitative data was obtained from participants’ completion of a Likert-style survey associated with specific leadership practices and perceived team performance.
Findings: Findings revealed that effective leadership in the USAF hinges on clarity, connection, and communication.Clear communication is essential, encompassing hierarchical directives, well-defined roles, and aligned organizational goals. Building strong connections within the team through camaraderie, shared purpose, and inclusive environments is crucial. Effective communication requires open feedback channels, clear expectations, and active listening. These competencies are interdependent, and a deficiency in any one can significantly hinder team performance.
Conclusions: Effective team performance hinges on clear hierarchical communication, well-defined roles, and aligned organizational goals. Building strong connections through personalized support and fostering a shared sense of purpose is crucial, aligning with transformational leadership principles. Effective communication requires open feedback channels, active listening, and a growth mindset. The study emphasizes the interdependence of these core competencies, highlighting that neglecting anyone can significantly hinder team effectiveness.
Recommendations: Several avenues for future exploration include investigating how to create supportive environments that align individual development with organizational goals, exploring the measurement of leadership using “credit score” while considering ethical implications, investigating the role of “healthy friction” in diverse teams, replicating the study with more female representation, exploring compensation strategies that leverage teamwork to address individual weaknesses, and finally, investigating the role of nonverbal communication in situational awareness for leaders to enhance communication and prevent conflicts
The Impact of Quality Management Principles on Army Aircraft Maintenance Outcomes
No full textPurpose: The purpose of this qualitative phenomenological study was to identify and describe the perceptions of organizational managers on the impact of quality management principles on helicopter maintenance outcomes at the California Army National Guard’s Aviation Classification Repair Activity Depot (AVCRAD). This study also explored the perceptions on the organizational culture as it pertained to leadership and employee engagement of the International Organization for Standardization (ISO) 9001 quality management systems.
Methodology: This qualitative phenomenological research examined the perceptions of Army aviation managers regarding specific ISO principles of leadership and
improvement on AVCRAD maintenance outcomes. The researcher conducted open-ended qualitative interviews with 11 participants who met specified criteria that indicated high levels of expertise in Army aviation maintenance protocols.
Findings: Based on interviews, eight themes emerged. Leadership commitment influences communication, resource management, and accountability, and continual improvement enhances efficiency, workflow, and safety. Leadership also shapes organizational culture by fostering quality commitment and inspiring common goals, aligning employees with ISO 9001 standards. Despite challenges, leaders play a crucial role in maintaining efficiency, promoting adherence to best practices, and ensuring operational readiness through structured frameworks and adaptability. These efforts drive continual improvement and reinforce a culture of excellence.
Conclusions: The key findings led to three conclusions about the effect of the ISO 9001 principles of leadership’s commitment, continual improvement, and employee engagement: (a) The ISO 9001 principle of leadership’s commitment is beneficial because it enhances clarity, productivity, and responsibility; (b) the ISO 9001 principle of continual improvement is beneficial because it enhances efficiency and safety; and (c) the ISO 9001 principle of employee engagement is beneficial because it enhances quality and alignment.
Recommendations: The researcher recommends further exploration into the impact of different leadership styles on ISO 9001 success, the role of technology in enhancing compliance, and large-scale quantitative studies for broader applicability. Additionally, longitudinal research could provide insights into the long-term sustainability of ISO 9001 principles in various organizational settings and industries
Best Practices in Developing Self-Efficacy: A Case Study in Preparing Rural, Predominantly Disadvantaged, High School Students for College and Career Readiness
No full textPurpose: The purpose of this case study was to identify the best practices used by faculty and administrators at exemplary, rural, California high schools, with predominantly disadvantaged students, to develop self-efficacy in reaching college and career-readiness. A further purpose was to identify supports and barriers affecting student self-efficacy in stimulating expectations, interest, and choices in goals and actions toward college and career readiness.
Methodology: This case study examined the best practices for developing student self-efficacy in the top 13% of college- and career-ready, rural, socio-economically disadvantaged high schools in California. It also explored perceptions of supports and barriers to college and career readiness. The study focused on five high schools that met the research criteria from 2016 to 2019, using triangulated data from 22 artifacts and 11 surveyed participants. Bandura’s Social Cognitive Theory (1986a) provided the theoretical framework, supporting the idea that school influences can shape students\u27 career outlook and actions (van Aalderen-Smeets & Walma van der Molen, 2018).
Findings: Examination of this case study yielded 10 major findings in influencing student self-efficacy to increase college and career readiness and the associated perceived supports and barriers that affect self-efficacy in stimulating expectations, interest, and choices in student goals and actions.
Conclusions: The study concluded that schools should focus on building student self-efficacy for college and career readiness by fostering a sense of connectedness for both parents and students. In addition, extracurricular activities, encouragement, and community involvement are key to sparking student interest, goal setting, and actions. Schools that promote experiential learning positively influence student expectations and behaviors. Next, incorporating life-career relevance into the curriculum enhances self-efficacy through contextualized learning. Furthermore, providing quality resources helps eliminate barriers to college and career readiness, while addressing learning disabilities, low study skills, and language challenges fosters personal accomplishment and empowerment. Lastly, recognizing and addressing cultural factors can significantly improve student self-efficacy and readiness for college and careers.
Recommendations: Two key recommendations emerged for use in the field of practice which includes a focus on state college and career readiness standards, as well as prioritizing linked-learning as an educational norm
How Teachers Use Adversity and Challenging Organizational Environments to Achieve Exceptional Organizational Goals
No full textPurpose: The purpose of this mixed methods thematic multivariable Delphi study was to identify the personal qualities effective teacher–leaders possess when faced with adversity using Maxwell’s (2021) selected practices leaders employ to overcome adverse situations. Methodology: This mixed methods multivariable Delphi study recruited expert Teachers on Special Assignment (TOSA), or TSA, to serve on a Delphi panel to gather consensus through three rounds of surveys. TOSAs were asked to answer three questions focused on the personal qualities teacher leaders use to meet their instructional goals by connecting their teaching to the organization’s vision, making appropriate decisions or good choices, and promoting teamwork. The first and third rounds used qualitative survey methods, and the second and third rounds used a quantitative method.
Findings: The study results found no consensus on any single personality characteristic. However, adaptability was noted by participants as important for meeting the district vision. Flexibility was also underscored by the panel in meeting the district vision. A data-driven approach was identified by participants as necessary to making appropriate decisions. Collaboration was also highlighted as an essential personal quality to promote teamwork. Participants identified internal drive, adaptability and integrity from all three research questions as being important in the face of adversity. Finally, panelists identified communication and norms as being essential to the success of teams and teamwork to align the organizational vision.
Conclusions: Participants’ insights highlighted the importance of the personal qualities of internal drive, adaptability, and integrity as necessary to possess in the face of adversity. In addition, participants responded with selected actions to help overcome adversity, such as encouraging collaboration, developing teams and teamwork, and setting goals and norms.
Recommendations: School and district administrators must encourage and initiate professional development to aid teachers in gaining the skills and qualities necessary to face adversity. Furthermore, teachers must continue to develop strong teams that are both analytical and character driven to foster trust and belonging to better align the district goals with the goals of the classroom
Primal Leadership in Healthcare: A Phenomenological Study of Emergency Medicine Physicians and Their Perspective on Effective Leadership
No full textPurpose: The purpose of this qualitative study was to identify and describe how emergency medicine (EM) physicians in leadership roles use the six EI leadership competencies related to relationship management (inspiration, influence, developing others, change catalyst, conflict management, and teamwork and collaboration) to lead teams and accomplish effective results. Methodology: This phenomenological study described the lived experiences of emergency medicine (EM) physician leaders in San Bernadino, Riverside, and Orange counties in Southern California. The participants were selected through nonprobability purposeful sampling and met the criteria “as leaders” for achieving effective results. Data were collected through semistructured interview questions and analysis of relevant artifacts. Interviews were recorded and transcribed, and relevant artifacts were collected. Thematic analysis method was used to read through the data set looking for patterns to derive themes related to the research questions. Findings: The findings from the study indicated that EM physician leaders use clear and effective communication, model inspiring behavior, coach and mentor team members, practice inclusive leadership, understand different perspectives and challenge the status quo to achieve effective results for their organization. The data revealed 18 themes and 714 frequencies across the six variables, 442 from interviews and 272 from artifacts. Conclusions: Based on the literature and findings of this study, it is concluded that leadership is not merely defined by positional authority but by the profound personal development and EI-based competency skills that drive effective results. The research revealed that leaders cultivate heightened self-awareness and achieve self-mastery, serving as beacons of inspiration through their proficiency in communication and coaching, mentoring, showing empathic concern, and synergizing the diverse talents of their teams; these leaders create environments in which innovation thrives, and goals are surpassed, paving the way for sustainable success. Recommendations: It is recommended that organizations invest in mindfulness practices by creating meditation spaces to boost leaders’ self-awareness and emotional regulation. Incorporating storytelling in leadership training enhances authenticity and connection. Modernizing learning through microlearning and gamification makes development more engaging. Utilizing internal social networks can improve collaboration, knowledge sharing, and innovation. These strategies will help cultivate self-aware, communicative, and synergistic leaders who effectively empower their teams
Delphi Study of Possible, Probable, and Desirable Futures for California Community Colleges by 2035
No full textPurpose: The purpose of this Delphi study was to identify and describe the educational changes to California Community Colleges that are possible and probable by 2035 as perceived by a panel of experts. In addition, the purpose was to determine the level of desirability of educational changes identified as probable by a panel of experts. Finally, the purpose was to describe the actions necessary to promote the desirable educational changes by 2035 as perceived by the expert panel.Methodology: This Delphi method was used to survey 18 community college experts from diverse disciplines. Four survey rounds gathered qualitative and quantitative data regarding possible, probable, and desirable changes. Educational changes meeting 75% consensus for probability and desirability were explored further to determine the actions necessary for change to occur.
Findings: Examination of the data indicated four findings: (a) legislative, regulatory, and policy changes are necessary to see changes occur; (b) a need exists to form partnerships with the California State University system and regional workforce to align curriculum and student services to offer degrees in underserved areas; (c) funding sources need to be identified and provided to drive change; and (d) technology solutions and standardized integrated systems are needed.
Conclusions: This research led to the conclusions that legislation will continue to challenge community colleges to navigate externally driven change, colleges need a framework including future thinking, social systems theory, and organizational change theories; additional funding needs to be identified to improve colleges’ position to meet future demands; more partnerships need to be created with local industries to create future educational change that meets future labor needs; and colleges must prepare to address more diversity and equity issues as their community demographics change.
Recommendations: Five recommendations arose from this study: the California Master Plan for Higher Education should be revised; ways to adapt quickly to changing technology need to be identified; committees need to be trained in future thinking; alternate ways to address equity and diversity need to be identified; and develop legislation advisory practice for Board of Trustees
A Delphi Study on Strategic Behaviors from the Adaptive Leadership Framework Used by Successful CXOs for Business Agility in a Volatility, Uncertainty, Complexity, and Ambiguity Environment
No full textPurpose: The purpose of this Delphi study was to identify the strategic leadership behaviors, as outlined in Heifetz et al.’s (2009) adaptive leadership framework, that CXOs use to develop agile and adaptive organizations that succeed in volatility, uncertainty, complexity, and ambiguity (VUCA) change environments. Additionally, the study aimed to assess the effectiveness of these behaviors and determine specific actions that CXOs recommend for implementing them successfully.
Methodology: This mixed-method Delphi study collected data from 20 technology executives through surveys and interviews, using purposive, convenience, and expert sampling. In Round 1, participants identified strategic adaptive leadership behaviors from Heifetz et al.’s (2009) adaptive leadership framework that CXOs use to develop successful business agility organizations in VUCA environments. Round 2 assessed the effectiveness of these behaviors using a 6-point Likert scale, and Round 3 explored recommended actions through expert interviews.
Findings: This study identified 19 adaptive strategic behaviors that CXOs use to build successful business agility organizations in VUCA environments, the most frequently mentioned aligning with Heifetz et al.’s (2009) adaptive leadership framework. Psychological safety, transparency, collaboration, and innovation were rated as the most impactful. Leaders emphasized shared responsibility, independent judgment, and critical thinking to enhance resilience and long-term success. However, few leaders proposed innovative implementation methods, relying on traditional strategies like open-door policies and all-hands meetings. Participants highlighted that adaptive leadership behaviors are interdependent, with psychological safety and trust as prerequisites for independent judgment and collaboration. Leaders with academic affiliations placed greater emphasis on empathy and vulnerability, suggesting that research exposure enhances emotional intelligence in leadership.
Recommendations: Psychological safety, transparency, and collaboration are essential but require systematic implementation. Frameworks such as Prosci’s awareness, desire, knowledge, ability, and reinforcement (ADKAR) model provide a structured approach to managing change. Tools such as the Johari window and DISC assessments enhance self-awareness and leadership effectiveness. Objective and key results (OKRs) align employee motivations with organizational goals, fostering accountability and engagement. Leadership development through case studies and simulations builds adaptive competencies. Agility frameworks such as scaled agile framework enterprise (SAFe) improve execution efficiency and long-term adaptability
The Impact of a Paid Work Experience on High School Students With Mild to Moderate Disabilities From the Parental Perspective
No full textPurpose: The purpose of this phenomenological study was to identify and describe how the parents/guardians of high school students with mild/moderate disabilities in Southern California perceive the impact that working while in high school has on their students with respect to confidence, independence, motivation, responsibility, self-advocacy, self-esteem, and social skills. The central research question was “How do parents/guardians of high school students with mild/moderate disabilities perceive the impact that working while in high school has on their students?” Methodology: Interviews were conducted with 11 parents of participants in paid work experience programs. A qualitative interview question development matrix was used to link questions to research studies and theory. Interviews were recorded, and data was transcribed and coded. Patterns were identified and conclusions were drawn, leading to recommendations.
Findings: This study yielded 11 major findings: (a) marked gains in grooming/hygiene, social interaction, money handling, and belief in ability; (b) growth in self-sufficiency and independent decision making; (c) sustained increases in initiative and motivation except when placements did not match interests; (d) improved time management, schedule maintenance, and task completion; (e) strong help seeking and question asking; (f) greater pride linked to earning wages and being trusted; (g) improved communication and relationship building extending beyond work; (h) parents associated responsibility and financial autonomy to a perception of “growing up”; (i) increased happiness accompanied competence gains; (j) seeing genuine skill growth prompted parents to reduce oversupport; and (k) student outcomes in paid work experience programs are significantly influenced by the quality of program oversight and communication with families.
Conclusion: This study showed that paid, interest-aligned work is an effective medium for soft-skill development. Study findings demonstrated that participation in a paid work experience program provides authentic learning opportunities that convert workplace tasks into durable human capital, which serves as an investment that can improve employability and financial independence. Findings indicate that occupational socialization accelerates the development of adult work habits, such as punctuality, accountability, and task completion, that persists across environments. Study results show that enhanced self-efficacy based on successfully completing work-related tasks, earning wages, and gaining supervisor praise improved mood and motivation levels. Moreover, parental perceptions and behaviors change alongside student growth. The study also found that sufficient oversight and communication are necessary to work program success and that gains in maturity and mood improve transition readiness.
Recommendations: Four recommendation were formed based on the findings: (a) including paid work experience as a core component of transition planning, (b) ensuring job placements are aligned with student interests and goals, (c) strengthening parent communication and including parents as transition planning partners, and (d) allocating resources for long-term program quality
A Study on Betrayal and Safety: Understanding the Experiences of Community College Employees
No full textPurpose: The purpose of this study was to explore and understand the experiences of community college employees who perceived their psychological safety had been compromised, leading to a sense of institutional betrayal. Its second purpose was to identify the experiences participants believed most impacted their psychological safety and contributed to feelings of institutional betrayal.
Methodology: This qualitative study employed a phenomenological approach to explore how community college employees made sense of their experiences related to psychological safety and institutional betrayal. Participants were selected through purposive and snowball sampling strategies, representing a range of roles across California’s community colleges. Semistructured interviews were conducted via Zoom to collect rich, narrative data. Analysis focused on uncovering the essence of participants’ experiences through the lens of the “SAFETY” model, providing insight into the psychological and organizational dynamics at play.
Findings: Analysis of the interviews revealed that employees experienced institutional betrayal across all five domains of the “SAFETY” model. Participants described inadequate responses to safety threats, inconsistent/biased policy enforcement, invalidation of lived experiences, and broken promises from leadership. Two unanticipated themes also emerged: horizontal hostility/cross-role bullying and courage and acts of resistance. Together, these findings illustrate how institutional practices compromised psychological safety while also revealing how employees exercised resilience and agency in the face of harm.
Conclusions: This study concludes that institutional betrayal within community colleges undermines not only individual well-being but also organizational trust, engagement, and retention. Neutral oversight, proactive communication, structural wellness support, prepared and accountable leadership, and consistent policy enforcement are critical to rebuilding credibility. Importantly, institutions cannot authentically champion equity and care for students while neglecting the same commitments to their employees.
Recommendations: The study recommends systemic reforms that prioritize employee dignity, fairness, and safety. Chief among these is the creation of an Employee Engagement & Wellness Office to integrate independent oversight, professional development, and wellness initiatives. Additional recommendations include strengthening board accountability and ensuring transparent enforcement of policies. Finally, future research should expand the “SAFETY” framework, examine the roles of governing boards, explore cross-group differences, and investigate the links between employee well-being and student outcomes