Running Head: HIGH ROPES COURSE AND LEADERSHIP CONTRIBUTIONS 1 A Phenomenological Inquiry: In the Context of Organizational Development, How Does Experiential Teambuilding in the Form of a High ROPES Course, Contribute to Positive Leadership Development, and How Can it be Improved? A Research Paper Presented to The Faculty of the Adler Graduate School __________________________ In Partial Fulfillment of the Requirements for The Degree of Master of Arts in Adlerian Counseling and Psychotherapy __________________________ Katherine T. Whitnah Adler Graduate School HIGH ROPES COURSE AND LEADERSHIP CONTRIBUTIONS 2 Abstract Organizations have been using High ROPES Courses as a teambuilding intervention for over thirty years. The purpose of this study was to research the needs of today’s organizations and identify how courses are delivering teambuilding programs that satisfy those needs. Programs currently offered to organizations may be beneficial to positive leadership development as they are. However, after making modifications based on recent leadership data and theory, program results could be enhanced. To find answers, data was gathered from historical and current research in the area of organizational development and teambuilding, and then used to create a tool in which to measure the effectiveness of programs in relation to today’s organizational needs. Initial program enhancements were implemented and tested for validity. In the end, results and recommendations on how to use High ROPES Courses as an effective teambuilding intervention in the field of Organizational Development were reported. HIGH ROPES AND LEADERSHIP 3 Table of Contents Abstract List of Tables CHAPTER 1. INTRODUCTION Research Question Hypothesis Questions Key Words CHAPTER 2. LITERATURE REVIEW Leadership Development Teambuilding High Ropes Courses Summary Conclusion CHAPTER 3. METHODOLOGY Overview Description of Methodology Design of the Study Variables Population and Samples Instrumentation Validity and Reliability Data Collection HIGH ROPES AND LEADERSHIP 4 CHAPTER 4. PRESENTATION AND ANALYSIS OF DATA Assumptions and Limitations Research Question Analysis Summary of Results CHAPTER 5. CONCLUSIONS AND RECOMMENDATIONS Context Readiness Learning Integration Summary Recommendations for Further Study REFERENCES APPENDIX HIGH ROPES AND LEADERSHIP 5 List of Tables Table 1. Program Components: Control Group Table 2. Pre and Post Leadership Assessment Data Table 3. Development Readiness Assessment Questions Table 4. Data Challenging Action and Debrief Assessment Data Table 5. Environment Assessment HIGH ROPES AND LEADERSHIP 6 Chapter 1: Introduction High ROPES Courses are contributing to positive leadership development on a basic level; however, this study revealed leadership development is enhanced by incorporating new methodology in the areas of organizational context, readiness, and learning integration into traditional programs. Foundational learning was derived from both Alfred Adler and Peter Senge. After reviewing additional literature, an instrument to measure the effectiveness of a teambuilding program was created. Next, both traditional and experimental programs were measured for leadership effectiveness against program criteria. Finally, areas for improvement were identified for teambuilding on a High ROPES Course within the context of Organizational Development and recommended enhancements were provided for future application. Research Question Despite the obvious connections between experiential teambuilding and positive leadership development, there is a gap between expected outcomes and actual results. It is recommended that High ROPES Courses and organizations review assumptions related to the developmental process, align traditional programming with evolving research methodology, and evaluate the result of their teambuilding investment. Information gathered will either improve future events or justify current programming as sufficient in the area of leadership development within the context of organizations. To measure the current state of leadership development programs on a High ROPES Course against the needs of organizations, the following question must be asked: A Phenomenological Inquiry: In the context of organizational development, how does experiential teambuilding in the form of a High ROPES Course, contribute to positive leadership development, and how can it be improved? Hypothesis High ROPES Courses are contributing to organizational development by utilizing HIGH ROPES AND LEADERSHIP 7 traditional methods of experiential learning. However, leadership development could be enhanced and accelerated by applying new methodology to traditional programs. Questions 1. During the traditional event, which program components referenced in the review of literature were observed? 2. During the traditional event, which program components referenced in the review of literature were missing? 3. Based on the results of the traditional event, how was the experimental leadership development program enhanced? 4. How did the results of the traditional event compare to the results of the experimental event? Key Words High ROPES Course, Teambuilding, Experiential Learning, Organizational Development, Self- Awareness, Learning Organization, Readiness and Learning Integration. Chapter 2. Literature Review In order to evaluate High ROPES Course programming, the needs of organizations and their employees must be investigated. The following review of literature contains information regarding the current need for teambuilding within the context of organizational development. The researcher explores both the historical and current application of a traditional High ROPES Course program. Throughout the review, Adlerian Psychology provides a foundation for human development theory. Current learning organization theory from Peter Senge and other leading development experts give additional insights that narrows the gap between effective developmental programs and their evolving requirements for the future. HIGH ROPES AND LEADERSHIP 8 Leadership Development Rothwell and Sullivan (2005) support the Greek Philosopher Heraclitus when he says, “There is nothing permanent but change (p. 10). In their book, Practicing Organizational Development, they reflect on the past forty years and how leaders and consultants have been intervening to help organizations and their employees make sense of our societal transformation. Events that take place in an environment create changes for organizations and their culture. They attribute the advances in technology, financial restraints, increased market competition, the importance of human knowledge and creativity, and the incredible speed at which change is occurring to the need for ongoing development. The responsibility to adapt and respond to these rapid, systemic changes rests on leaders. Current leaders must have the ability to modify their mindset and beliefs in order for an organization to adapt and survive (Rothwell & Sullivan, 2005). Leadership defined and acquired. Leadership is defined as, “…the process of inducing others to take action toward a common goal” (Locke, Kirkpatrick, Wheeler, Schneider, Niles, Holdstein, Welsh, & Chan, 1991, p. 2). David Day, author of Leadership Development: A Review in Context, makes a clear distinction between two forms of development in this area. “Leader development” describes an individual leader. In order to accomplish development related goals, the leader must develop certain skills. Being self-motivated, self-regulating and having a strong sense of self-awareness are listed as key competencies. On a larger scale, “leadership development” is all about relationships. This is much more difficult than being an individual leader. One must have “interpersonal competence” and understand the concept of social-awareness and their presence within an organization (2001). There has been much discussion regarding whether leader and leadership abilities are an innate gift or a skill that people acquire. In 2003, research from the Academy of Management, Learning, and Education reported innate personality characteristics do give individuals an HIGH ROPES AND LEADERSHIP 9 advantage, but anybody has the ability to become a leader (Doh, 2003; Senge, 2006). Leadership skills incorporate both spoken and unspoken components. Strategy and vision are easy to teach, however, building relationships and having confidence requires a higher level of commitment for successful development (Doh, 2003). “Some of these tacit dimensions may be conveyed through experiential teaching…but the bottom line is leadership can be taught” (Doh, 2003, p. 60). Avolio and Hanna (2008) confirmed these findings by summarizing past research and evaluating genetic data to confirm leadership is the direct result of experiences. “Emerging leaders are encouraged to focus on their development and gain as many experiences leading as possible” (George, Mclean, & Graig, 2008, p. xiv). Reading a book or journal, attending a seminar, taking a course or studying at a school of higher education are options. There are leadership theorists, educators, mentors, consultants, and executive coaches with years of experience and assessment tools that are willing to help those who want to help themselves. Although beneficial, there is little hard evidence that supports these activities as being independently effective (Day, 2001). “Effective leadership development is less about which specific practices are endorsed than about consistent and intentional implementation” (Day, 2001, p. 606). Leader development. Self-Awareness is the, “…the ability to recognize and understand your moods, emotions, and drives as well as your effect on others” (George et al., 2008, p. 50). Self-aware people understand how their emotions affect them personally, while at the same time, how their moods and behavior affect other people and the system in which they operate. Being self-confident and having a high level of self-esteem are characteristics of a self-aware individual. Listening to personal thoughts, coping with change, responding with sincerity, exuding optimism, managing anxiety, and speaking assertively are all examples of self-aware behavior (White, 2008). Leaders with strong self-awareness are not critical or unrealistically hopeful. They understand their biases and know what triggers an emotional response (Thomas, 2008). When unaware of personal HIGH ROPES AND LEADERSHIP 10 reactions and their effect on others, it is difficult to work with, or manage people (Kets De Vries, 2001). The Self-Awareness Theory, by Duval and Wicklund (1972), discusses how by focusing attention on the self, individuals have opportunities to measure their thoughts and behavior against their ethical standards and values. Where do thoughts and behaviors originate? According to Alfred Adler, founder of Individual Psychology (1870-1937), until the age of seven, individuals are in the process of creating a story about their life. Memories of events and conversations form perceptions about the world that act as a frame-of-reference for children as they grow up. These perceptions influence choices and behavior. The pictures in the story create a vision of perfection from the first six years of life. They lay the foundation of personality and a life goal emerges (Corey, 2009, p. 100-101). As life continues, Adler explains how humans consciously search for meaning, create goals, and strive for superiority. Repeated actions form habits and a way of thinking and living emerges. These repetitive thoughts and actions form a “lifestyle” (Corey, 2009, p. 101). When thoughts of imperfection (in Adlerian terms, “inferiority”) occur, the innate life goal of perfection (or “superiority”) creates the need for humans to compensate and realign their personality with their goal (Corey, 2009, p. 98-99). In alignment with the Self-Awareness Theory, Adler believed, “Once we become aware of the patterns of our lives, we have the opportunity to modify assumptions that are not useful and make changes. We can reframe childhood experiences and consciously create a new style of life” (Corey, p. 101). With self-awareness, strengths and weaknesses emerge, but what we choose to do with them is more important than their source (Corey, 2009, p. 99). Leadership development. In addition to individual awareness, leaders must also develop a social awareness within the organization. Being able to consider feelings, relate to alternative perspectives, or read people’s reactions is essential (White, 2008). Adler observed individual