

Christina E. Chard
Doctor of Executive Leadership Portfolio
Executive Projects and DEL Outcomes
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DEL OUTCOME #1
DEL OUTCOME #2
DEL OUTCOME #3
DEL OUTCOME #4
DEL OUTCOME #5
DEL OUTCOME #6
Lunch n' Learn
Curriculum Development
Mentoring
Teaching
A Day in the Field
University of Charleston School of Business & Leadership Lunch n' Learn Program
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This project serves as a demonstration of DEL Outcomes 1, 2, and 3 (“DEL Learning Guide,” 2016, p. 5).
DEL Outcome #1 Shape and sense opportunities for, and threats to, future growth and development through embedding scanning, creative, and learning processes into organizations, communities, or institutions.
DEL Outcome #2 Make timely judgments to seize opportunities and to bring about those decisions by a) developing and rewarding creative action and b) diminishing assets and processes that no longer add value.
DEL Outcome #3 Assemble, align, and reconfigure tangible and intangible assets to sustain organizations, communities, and institutions.
Rationale for Selection
The University of Charleston School of Business & Leadership (SBL) Lunch n' Learn program is a program that I had the pleasure of starting and leading throughout all of 2016 and part of 2017. The project purpose was three-fold; the SBL wanted to attract potential candidates for its graduate degree programs, to engage the local business community, and to give back to the community by offering [essentially free] education to the community. Implementation of this program required sensing and seizing of opportunities as they presented themselves. The SBL program directors had to collaborate on scheduling, marketing, and presentation topics which required establishing and implementing processes for learning, scanning, and creativity within the organization. It required realignment of existing resources such as program directors to rotate presentation months, marketing and communications personnel to assist with advertisement and communications, catering to provide the lunch for the events, and information technology to make website changes.
Lahajnar and Rozanec (2016) state that, “in an intense competition in the global market, organizations seek to take advantage of their internal and external potentials, advantages and resources” (p. 1). In addition to maintaining competitive products and services, an organization must effectively manage their business processes for value and efficiency evaluations (Lahajnar & Rozanec, 2016). Timely judgments were made to determine topics and speakers for upcoming sessions, lunch plans, and to improve the program based on feedback from attendee surveys. Cost benefit analysis was performed on a regular basis in addition to changes that could be made to increase interest in our graduate school programs. Guest speakers, most of which were external to the University were presented with the ability to be creative and scholarly in their presentations and they were rewarded with engaging conversation as well as some business connections or leads. The attendees received continuing education credits documented with certificates of attendance. Eliminating wasteful, or non-value-adding tasks and activities will allow for redirection of people and resources to more value-adding and possibly, revenue producing activities. I developed attendee surveys as an additional learning and scanning process to collect feedback from attendees regarding speakers, forum, meals, and topics of interest with the assistance of our administrative assistant. After the first 12 months of the program I determined that we had enough of an attendee base that the paid external advertising was no longer necessary, the removal of a diminishing asset.
Unfortunately, after my role ended with the University, the Lunch n' Learn program did not continue on. Reflecting on the 'system' that I setup, I realize now that perhaps I took on too much of a driver role. Perhaps others didn't see the value that I saw in the program or didn't have enough of a support system in place to continue on without me being a resource. Reflection and reflexive thinking are critical for a leader to understand how to continue to improve, even on projects that are no longer an active part of our lives.
Executive Summary
This program ended up being much more than a lunch seminar. It provided opportunities for faculty and the business community to engage with one another. As the months went by and more of the same people started to attend I reflected on what I was seeing transpire and why I saw it. These interactions reminded me of DEL 810 and our lessons on complex systems and complexity thinking.
Plowman, Baker, Beck, Solansky, and Travis (2007) discussed how an extraordinary transformation, or radical change, can occur when local interactions meet a complex, somewhat unstable system. A simple act to meet the needs of the homeless, by serving breakfast one Sunday morning, transformed a large church, well-known for its wealthy membership into a church now known for its mission to serve as an advocate for the city’s ‘marginalized’ people. The single idea of breakfast acted as the initiating change, the seed for self-organization. The organization veered far from equilibrium (slowly moving towards instability, being pulled in different directions) (Boulton, et al, 2015). The ‘deviation’ from the norm was amplified, sort of a snowball effect, when a doctor offered medical services and a lawyer offered legal services (Boulton, et al, 2015). Fractals began to form and patterns of behavior began to form and take shape into this a new organization (Boulton, et al, 2015).
Cases such as this where unintended consequences occurred by happenstance should serve as lessons to leaders in understanding complexity. I actually started to see business connections being made and problem solving occur amongst the attendees. Several even reached out to me for advice after my sessions for guidance or additional information on current trends in the industry and how they could apply these within their businesses. They were interested in my forensic accounting program and DEL program for which I was a student. They spoke with industry speakers and exchanged business cards. These local interactions were developing new processes before my eyes and were begging for leaders to recognize them and seize the opportunities. The community became to realize this as added benefit to our program and kept signing up for the next session.
“Accepting that the world is complex, interconnected, and uncertain means that we have to pay more attention to, and get better at, noticing what is happening around us” (Boulton, et al., 2015, p. 235). If leaders can recognize components of complexity theory, perhaps they can see other opportunities and/or threats to their organizations and help gently guide behaviors and actions in a positive direction. As Boulton, et al (2015) state, leaders must understand this information and apply it in the development of future strategies.
References:
Boulton, J. G., Allen, P. M., & Bowman, C. (2015). Embracing Complexity: Strategic Perspectives for an Age of Turbulence. New York, NY: Oxford University Press.
DEL Learning Guide. (2016, Fall). University of Charleston.
Lahajnar, S., & Rožanec, A. (2016). The Evaluation Framework For Business Process Management Methodologies. Management: Journal Of Contemporary Management Issues, 21(1), 47-69.
Plowman, L., Baker, T., Beck, T., Solansky, S., and Travis, D. (2007). Radical change accidentally: The emergence and amplification of small change. Academy of Management Journal, 50 (3), pp. 515-543.
National Association of Valuators & Analysts (NACVA)
Faculty and Expert Panelist
Foundations of Financial Forensics Workshop



Expert Q & A Panelist

Computer Forensics Body of Knowledge
This project serves as a demonstration of DEL Outcomes 1, 3, and 6 (“DEL Learning Guide,” 2016, p. 5).
DEL Outcome #1 Shape and sense opportunities for, and threats to, future growth and development through embedding scanning, creative, and learning processes into organizations, communities, or institutions.
DEL Outcome #3 Assemble, align, and reconfigure tangible and intangible assets to sustain organizations, communities, and institutions.
DEL Outcome #6: Generate and critically evaluate new knowledge, conserves the most important ideas and findings that are a legacy of past andcurrent work and engages in the transformational work of communicating knowledge responsibly to others.
Rationale for Selection
After speaking on Forensic Accounting in the Digital Age at a conference in San Diego for NACVA in June 2016, NACVA reached out to ask if I would be interested in joining their faculty. They said that my presentation received high ratings and that my presence, personality, and drive for continuing education was a great fit for their team. I was flattered and excited to be able to participate in the growth of this organization. The members of this organization are all about information sharing, mentoring, and providing others with the tools and skills that they need to be successful in today's world. Computer Forensics and Forensic Accounting were two gaps in their curriculum that were not fully satisfied and they were looking for someone to assist. I consulted with the lead curriculum developers on a few occasions to determine the ultimate goal of the organization in these areas, to shape and sense opportunities and threats, and to determine methods of embedding this content into their learning processes. I've developed and refined the curriculum and contributed to what NACVA refers to as the "Body of Knowlege." I serve as the lead faculty member and curriculum developer on Computer Forensic Analysis, a portion of the organization's Master of Financial Forensics certification course. I've conducted this course in person in Chicago, San Diego, New Orleans as well as online once a quarter. Each in-person course is an inmate, with less than 10 persons, so I utilize these sessions to better understand each attendee's knowledge base, their organizations, and the extent of knowledge needed in forensic accounting, technology, and leadership. I intend to work with NACVA faculty to optimize this program as well as develop others in the fields of leadership and technology. There is a huge opportunity available to reconfigure existing NACVA experts and industry leaders to offer additional programs and content areas in leadership and mentoring.
In addition to teaching and curriculum development, I also serve as a forensic accounting and computer forensic expert panelist on occasion at NACVA conferences. This is an excellent opportunity to model scholar-practitioner practices and processes as leaders present industry research routines, processes and procedures, and developmental programs they have established within their organizations. I'm also a mentor member of the organization's Pro Bono program in which industry leaders can mentor (at no cost) less experienced individuals through a financial litigation or valuation engagement. Mentors coach mentees through the process, providing expertise and experience, while mentees provide a set of fresh eyes and new material to mentors. It's a win/win experience and enables all parties to keep their tools sharpened.
Executive Summary
Sensing opportunities and threats to organizations, realizing the need for organizational leadership development is just the first step in the process of developing leaders. The challenge comes with the design and implementation of leader and leadership development within the organization. That is where Day, et al.’s (2009) integrative leadership development theory becomes an invaluable model for leaders to follow. Day et al.’s (2009) model provides a series of theoretical propositions in “expertise and skills acquisition, competency modeling, social identity and the self, as well as adult development and learning” (p. 173). The intent is for leaders to be able to apply these propositions when designing leadership development programs containing activities such as self-assessment and self-reflection exercises, mentorships, leader development experiences, stretch assignments, and so forth within their organizations. Using this model while considering other concepts such as andragogy and the selection-optimization-compensation model can further enable leaders’ ability to appeal to employees’ desires and interests to learn and change, hence, forward-movement. My work with NACVA exemplifies this mindset through constant scanning, assessment of learning, reflective and reflexive thinking, and reconfiguration of assets to continuously reshape its programs and create new opportunities.
See the Work, Know the People




Bluefield, WV
In hail, sleet, rain, and snow...
Interaction
Feedback Template

Photo Contest

This project serves as a demonstration of DEL Outcomes 3, 4, and 6 (“DEL Learning Guide,” 2016, p. 5).
DEL Outcome #3 Assemble, align, and reconfigure tangible and intangible assets to sustain organizations, communities, and institutions.
DEL Outcome #4 Model, design, and implement scholar-practitioner practices and processes to develop leadership in organizational, community, or institutional contexts.
DEL Outcome #6 Generate and critically evaluate new knowledge, conserves the most important ideas and findings that are a legacy of past and current work and engages in the transformational work of communicating knowledge responsibly to others.
Rationale for Selection
This program embodies DEL Outcomes 3, 4, and 6. It "See the Work, Know the People" program was started by West Virginia American Water Company's VP of Operations this year. As a result of recent employee satisfaction surveys, safety and trust were identified as two primary areas of the Company that needs improvement. I returned to working for the Company in January of this year after a three-year hiatus with the University of Charleston. I was immediately drawn to what I viewed as an exciting leadership development experience. The intent of this program was to bring executive management closer to the work and its people and to open up communications between the two groups. I immediately began discussing what I had learned in the DEL program with my VP, asking him questions about the morale and environment and his goals for this effort. We quickly realized that the process would need more structure to ensure that we were keeping executives accountable and that we were capturing these amazing experiences in a more formal manner so that actionable items could be followed up on. Thus, a formal schedule was develeped, a goal was added for this effor to year end goals of employees, and an intital feedback template was developed to begin tracking the value of these sessions. There's much more work to be done on this program, but we are off to a great start.
Assets and resources, namely 13 executive management team members and participating field employees, are reconfigured to spend a half day per quarter together from each of the four operating areas and departments, rotating each quarter with different field employees and different locations. After each visit, managers and field employees reflect on their experiences and conduct a follow-up discussion to identify any new knowledge that was attained from the experience in addition to any improvement opportunities in safety, communication, procedures, policies, etc.. Management and field employee openness to the program and level of engagement in the experience directly relate to its effectiveness. Designing, modeling, and implementing this program develops leadership across the company. The field employees feel heard and empowered and management learns more about the context in which they lead. In addition to the half day experience, long-lasting relationships are formed between these individuals as they learn more about each other and the complexities that each contends within his or her daily work lives.
Executive Summary
Harvey S. Firestone once said, “The growth and development of people is the highest calling of leadership.” This rings true for any industry, any context. Leaders have a responsibility to maintain a competitive and agile workforce and, in the true essence of leadership, a duty to develop others.
The world is increasingly complex for today’s leaders with rapid advances in technology, globalization of markets, expanded social media dynamics, data analytics, virtualized workforces, flattening of organizations, and mass retirements of baby boomers. The need for leadership development, more specifically, accelerated leadership development is becoming increasingly apparent. Leaders must consider both the intrapersonal factors that contribute to leadership (Day & Dragoni, 2015; Hezlett & McCauley, in press; McCauley & Hezlett, 2001) as well as the interpersonal relationships and associated processes that define the culture of the organization (Avolio, 2016. Day, 2000; Day, Fleenor, Atwater, Sturm, & McKee, 2014). This is no easy task by any means and can be a considerable investment of time, money, and resources.
Sensing opportunities and threats to organizations, realizing the need for organizational leadership development is just the first step in the process. The challenge comes with the design and implementation of leader and leadership development within the organization. That is where Day, et al.’s (2009) integrative leadership development theory becomes an invaluable model for leaders to follow. Day et al.’s (2009) model provides a series of theoretical propositions in “expertise and skills acquisition, competency modeling, social identity, and the self, as well as adult development and learning” (p. 173). The intent is for leaders to be able to apply these propositions when designing leadership development programs containing activities such as self-assessment and self-reflection exercises, mentorships, leader development experiences, stretch assignments, and so forth within their organizations. Using this model while considering other concepts such as andragogy and the selection-optimization-compensation model can further enable leaders’ ability to appeal to employees’ desires and interests to learn and change, hence, forward movement.
My participation in the See the work, know the people as an executive manager was an insightful, uplifting, humbling, and productive. My first visit was in March of 2018, a cold winter day. I met with a field serviceman Randy to work orders to turn on/off water service accounts as a result of a customer request or for non-payment, check meters that registered consumption but no were active, and to double check readings for billing accuracy. During this visit, I was able to learn more about Randy and his 30+ years with the company, how he fell into this role and what changes he's seen in his time. We also discussed our personal backgrounds and found that we both value our families and the beauty of WV. I was also able to provide some insight into what I do for the company and what my role means. Randy asked questions about parts of my role that he didn't understand and about why rates are handled a certain way. Throughout our time we opened up to each other more and more. I also experienced the harshness of the job as we encountered blizzard-like storms and uneasiness, actually safety concerns, as we turned water service off for non-payment at homes that were falling apart and not being maintained in very poor areas of the state. This reminded me of the need for leadership to ensure that our servicemen and women are kept safe and have reliable forms of communication. Seeing this area of Bluefield, WV that once flourished now almost in ruins allowed me to think about how hopeless people can feel in these communities, living in this environment day by day, and how our state leadership needs to accelerate their efforts to grow the economy. For me personally, it was a reminder of the need for company rates to be balanced with the needs of the state and the needs of the company and that we need to boost marketing of our low-income discount programs. Through the day we also discovered efficiency opportunities in the procedures that the servicemen are being instructed to follow and that feedback was provided to the appropriate chains of management.
Opening communication and learning amongst these groups is a first step to building trust, transparency, and inclusiveness. As we further develop this program, we will refine it and provide more permanent processes in place to sustain the organization's growth and development over time. When employees see actions being taken as a result of these experiences and mentor/mentee relationships being formed, I believe we'll see employee satisfaction and organizational effectiveness increase. As a final note, the bottom picture from above is recognition from our company for the picture that I took from a spot in Bluefield that Randy took me to that day so I could see the beauty of the area.
References
Beer, M., Finnström, M., & Schrader, D. (2016). Why Leadership Training Fails—and What to Do About It. (cover story). Harvard Business Review, 94(10), 50-57.
Bhandarker, A., & Rai, S., (2011). Effective Leadership at Zensar Technologies: Riding the Wave of Change. (Harvard Business Publishing Case #HK1047)
Day, D., & Dragoni, L. (2015). Leadership development: An outcome-oriented review based on time and levels of analyses. The Annual Review of Organizational Psychology and Organizational Behavior, 2(3), 1-24.
Day, D. V., Fleenor, J. W., Atwater, L. E., Sturm, R. E., & McKee, R. A. (2014). Advances in leader and leadership development: A review of 25 years of research and theory. The Leadership Quarterly, 25, 63-82. doi:10.1016/j.leaqua.2013.11.004
Day, D. (2011). Leadership Development. In Bryman, A., Collinson, D., Grint, K., Jackson, B., & Uhl-Bien, M. (Eds.), The SAGE Handbook of Leadership (pp. 338-351). Thousand Oaks, CA: SAGE.
DEL Learning Guide. (2016, Fall). University of Charleston.
Hezlett, S. A., & McCauley, C. D. (in press). Employee development: The process and practice of work-related learning. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), Handbook of industrial, work, and organizational psychology (2nd ed.). London, England: SAGE.
US Army Corp of Engineers Leadership Development Training (LDT)


Bottom Left: Marshal University Visual Arts Building
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Top Center: 2016 USACE Leadership Development Training graduates
Below: Presentation for Leading in the Digital Age
This project serves as a demonstration of DEL Outcomes 4, 5, and 6 (“DEL Learning Guide,” 2016, p. 5).
DEL Outcome #4: Model, design, and implement scholar-practitioner practices and processes to develop ethical leadership in organizational, community, or institutional contexts.
DEL Outcome #5: Assess existing research and practices and design, conduct and interpret research to contribute to the theory and practice of
leadership within one’s discipline and in interdisciplinary, multidisciplinary, or transdisciplinary contexts.
DEL Outcome #6: Generate and critically evaluate new knowledge, conserves the most important ideas and findings that are a legacy of past and
current work and engages in the transformational work of communicating knowledge responsibly to others.
Rationale for Selection
The Army Corp of Engineers Leadership Development Training (LDT) director approached me in 2015 after hearing me speak at UC's Leadership Symposium. She wanted me to conduct a leading in the Digital Age workshop as a part of USACE's LDT program curriculum. Harvey S. Firestone opined that “the growth and development of people is the highest calling of leadership.” This is no easy task by any means and can be a considerable investment of time, money, and resources. I was excited about this opportunity to be a part of leadership development for a group outside of my organization, but I understand that it also came with a great deal of responsibility. There was a lot to consider. After better understanding the context and vision for the instruction I started researching the technological changes in the industry and challenges faced by this group. As a precursor to the workshop and finalization of the curriculum for the workshop, I created and dissemenated a survey to the students so I could gauge the level of technical expertise in the audience. I reviewed the current literature and decided what was most relevant for this workforce in their current conditions. Prior to the workshop, I learned a lot about leadership development as a part of DEL 720. One of the most important items that I learned in that course was the need for leadership commitment and willingness to change the environment to allow for learning to be applied back in the workplace. Experiential learning literature speaks to three requirements for successful learning experiences: readiness of the individual, readiness of the context, and readiness of the experience. If one or more is not adequately prepared there is little return on investment for the money, time, and resources used.
Executive Summary
Leaders have a responsibility to maintain a competitive and agile workforce and, in the true essence of leadership, a duty to develop others. Leaders must consider both the intrapersonal factors that contribute to leadership (Day & Dragoni, 2015; Hezlett & McCauley, in press; McCauley & Hezlett, 2001) as well as the interpersonal relationships and associated processes that define the culture of the organization (Avolio, 2016. Day, 2000; Day, Fleenor, Atwater, Sturm, & McKee, 2014). Leaders must also develop leadership and followers that have the skills and capabilities necessary to work in this environment.
Realizing the need for organizational leadership development is just the first step in the process. The bigger challenge comes with the design and implementation of leader and leadership development programs within the organization. Day, Harrison, and Halpin’s (2009) integrative leadership development theory becomes an invaluable model for leaders to follow. Day et al.’s (2009) model provides a series of theoretical propositions in “expertise and skills acquisition, competency modeling, social identity and the self, as well as adult development and learning” (p. 173). The intent is for leaders to be able to apply these propositions when designing leadership development programs containing activities such as self-assessment and self-reflection exercises, mentorships, leader development experiences, stretch assignments, and so forth within their organizations. Using this model while considering other concepts such as andragogy and the selection-optimization-compensation model can further enable leaders’ ability to appeal to employees’ desires and interests to learn and change, hence, forward movement.
Contextual understanding, experience and maturity of the leader, activities based on moral imagination, application of various virtues and principles, and the use of moral deliberation, or dramatic rehearsals in the decision-making process increase the probability of moral conclusions. We must understand the responsibility that lies on us as scholars moving the needle forward in understanding leadership, that we must be good stewards of research that will become new knowledge.
References:
Avolio, B. J. (2016). Introduction: The Golden Triangle for Examining Leadership Developmental Readiness. New Directions for Student Leadership, 2016(149), 7-14. doi:10.1002/yd.20157
Day, D. V. (2000). Leadership development: A review in context. The Leadership Quarterly, 11, 581-613. doi:10.1016/S1048-9843(00)00061-8
Day, D., Harrison, M., & Halpin, S. (2009) An integrative approach to leader development: Connecting adult development, identity, and expertise. New York, NY: Psychology Press.
Day, D., & Dragoni, L. (2015). Leadership development: An outcome-oriented review based on time and levels of analyses. The Annual Review of Organizational Psychology and Organizational Behavior, 2(3), 1-24.DEL Learning Guide. (2016, Fall). University of Charleston.
Hezlett, S. A., & McCauley, C. D. (in press). Employee development: The process and practice of work-related learning. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), Handbook of industrial, work, and organizational psychology (2nd ed.). London, England: SAGE.
National Association of Valuators and Analysts (NACVA)
Intellectual Community
2016 Annual Consultants Conference




2018 Annual Consultants Conference


This project serves as a demonstration of DEL Outcomes 4, 5, and 6 (“DEL Learning Guide,” 2016, p. 5).
DEL Outcome #4: Model, design, and implement scholar-practitioner practices and processes to develop ethical leadership in organizational, community, or institutional contexts.
DEL Outcome #5: Assess existing research and practices and design, conduct and interpret research to contribute to the theory and practice of
leadership within one’s discipline and in interdisciplinary, multidisciplinary, or transdisciplinary contexts.
DEL Outcome #6: Generate and critically evaluate new knowledge, conserves the most important ideas and findings that are a legacy of past and
current work and engages in the transformational work of communicating knowledge responsibly to others.
Rationale for Selection
A leader is a thinker, a believer, a sensemaker, a motivator, a visionary, and is expected to be morally centered. A leader’s experiences and virtues contribute directly to the development of one’s ethical capacity, the ‘what lies within us’, which ultimately contributes to one’s ability to address ethical dilemmas and develop new ethical leaders. Leaders are expected to apply organizational standards and ethics using their own judgment and suggestions from others. It is important for me as a leader to portray ethical leadership and effective decision making in everything that I do. As a represent myself as a leader in the field, I need to expect the same of others. As I represent new knowledge that I’ve formed through research and experiences, I must prepare the individual for the learning experience. My challenge as a leader is to provide the tools that scholar-practitioners need as they prepare to move knowledge from theories and concepts to relevant, valuable knowledge for others (Robson & McCartan, 2016). My speaking engagements enable me to contribute to developing industry leaders through design and implementation of scholar practitioner practices. I've submitted presentations for a couple different conferences and have since been called upon to create presentations for topics in technology, forensic accounting, and computer forensics. To prepare for such engagements, I synthesize material reviewed and critically evaluate new knowledge in the field, adding to my own expertise. The conferences allow me the opportunity to engage in the transformational work of communicating knowledge across boundaries and building coalitions with this effort. I've received excellent reviews on my surveys.
Executive Summary
Once again research is at the heart of the work that I performed in this project. Given the vastness of research in the field of leadership and another technical areas it is imperative for scholars to know and understand the knowledge base on the subject and be able to synthesize the material for consideration in their one research endeavors. Scholars must identify the most important ideas and findings to be used in the process of forming new knowledge and new uses for knowledge within the industry. My scholarly habits of mind are put to work as I constantly review literature (scholarly journals, the news, practitioner articles, etc) scanning for new information and in our field for opportunities for and threats to our environment.
Experiential learning literature speaks to three requirements for successful learning experiences: readiness of the individual, readiness of the context, and readiness of the experience. The research approaches and methodologies discussed in Robson and McCartan (2016) provide the tools that scholars need as they prepare to move knowledge from theories and concepts to relevant, valuable knowledge for others. Each conference also serves an opportunity for me to engage with other members of this robust intellectual community that is always seeking new ideas and methods of developing leadership within the industry. I am leading with self character and building partnerships and alliances. Knowledge sharing is the essence of this group.
References:
DEL Learning Guide. (2016, Fall). University of Charleston.
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Robson, C. & McCartan, K. (2016). Real World Research. West Sussex, UK: John Wiley & Sons Ltd. ISBN: 978-1-118-74523-6
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