ABSTRACT

The purpose of the study is to describe junior military officers’ leadership development experiences and to draw implications for leadership learning in their professional development. The research uses a systematic grounded theory design. Through in-depth interviews of 19 military officers, the data were coded and analyzed with a paradigm model that was developed to describe the development of military officers’ experiences as leaders. The findings show that military leadership development is a process that is defined by the experiences of establishing oneself as a vocational leader, developing confidence in leadership skills, and leading with mission clarity and genuine concern for their “subordinates.” The results reinforce the notion that leadership development is a continuous learning process beyond formal program and other transient events. Results also imply that fundamental assumptions for formal leadership development programs must be conceptualized and conceived as a process of “being, becoming, and belonging.” This non-positivist empirical study answers the call for more qualitative and interpretive approaches in leadership development research and contribute to the body of knowledge of leadership learning in military leadership development.

摘要

本研究的目的是描述初级军官的领导力发展经验，并得出其专业发展中的领导力学习的启示。该研究采用系统的扎根理论设计。通过对 19 名军官的深入访谈，使用范式模型对数据进行编码和分析，该范式模型旨在描述军官作为领导者的经历的发展。研究结果表明，军事领导力发展是一个过程，其定义为将自己确立为职业领导者、培养对领导技能的信心、以明确的使命和真正关心“下属”的方式进行领导。结果强化了这样的观念：领导力发展是一个超越正式计划和其他短暂事件的持续学习过程。结果还表明，正式领导力发展计划的基本假设必须被概念化，并被视为“存在、成为和归属”的过程。这项非实证主义的实证研究满足了领导力发展研究中对更多定性和解释性方法的要求，并为军事领导力发展中领导力学习的知识体系做出了贡献。