Assessing Student Leadership Competencies and Adequacy of Preparation in Seminary Training

233 Pages·2015·1.76 MB·English

Walden University
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Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2015
Assessing Student Leadership Competencies and
Adequacy of Preparation in Seminary Training
Valerie Miles-Tribble
Walden University
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Walden University

College of Management and Technology

This is to certify that the doctoral dissertation by

Valerie Miles-Tribble

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Branford McAllister, Committee Chairperson, Management Faculty
Dr. Teresa Lao, Committee Member, Management Faculty
Dr. Howard Schechter, University Reviewer, Management Faculty

Chief Academic Officer
Eric Riedel, Ph.D.

Walden University
2015
Abstract
Assessing Student Leadership Competencies and
Adequacy of Preparation in Seminary Training
by
Valerie A. Miles-Tribble

DMin, San Francisco Theological Seminary–GTU, 2006
MDiv, American Baptist Seminary of the West–GTU, 2001
BS, Hampton Institute, Hampton University, 1973

Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy
Management

Walden University
January 2015
Abstract
As more seminary student-practitioners seek non-pastoral leadership roles in faith-based
and secular organizations, the complexities of the roles demand leadership competencies
beyond traditional religious study. Limited research assessing leadership competencies in
seminary contexts raises uncertainty about whether leadership preparation needs are
addressed adequately in seminary. This quantitative study focused on whether or not
student self-assessed adequacy of preparation is related to, affected by, or influenced by
self-assessed leadership competencies, individually or in the aggregate. The theoretical
foundation joined Evers, Rush, and Berdrow’s learner-centered theory that urges student
input on competency development needs and Boyatzis’s leadership competency theory
that frames a triadic model of competencies: knowledge, skills, and practices. Multiple
regression evaluated relationships between these factors and class level as predictors of
adequacy of preparation (the dependent variable). Respondents (n = 94) from a census in
8 graduate schools completed a web-based survey of pre-validated instruments: Bases of
Competence (BOC), Administrative Competency Dimensions (ACD), and Leadership
Practices Inventory (LPI-self). Regression analysis indicated that leadership practices was
a significant predictor. Class level, knowledge, and skills did not predict preparation.
Rather, score comparisons revealed that students differentiated knowledge and skill
competencies to show student-rated gaps in preparation. This research may lead to
positive social change by increasing student awareness of their own preparation needs
using evaluation tools to enhance leadership role readiness while in seminary. In turn,
prepared students in leader roles can effect positive social change in staff relations and
productivity while working in a positive work climate.
Assessing Student Leadership Competencies and
Adequacy of Preparation in Seminary Training
by
Valerie A. Miles-Tribble

DMin, San Francisco Theological Seminary–GTU, 2006
MDiv, American Baptist Seminary of the West–GTU, 2001
BS, Hampton Institute, Hampton University, 1973

Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy
Management

Walden University
January 2015
Dedication
To the fond memory of my parents, Rosie Scott Miles and James Stanley Miles, I
thank you for instilling in me the passion for learning and the drive to achieve
levels of higher education that you did not have the opportunity to pursue. This
accomplishment is a tribute to your motto that education was not an option, but an
expectation. To my siblings, especially youngest brother Wesley who introduced
me to Walden and urged that we embark on the PhD journey together, thank you
for the dare and most of all for the positive support. To Myrtis Cochran, my fellow
church member, sister-friend, and UC librarian extraordinaire, I could not have
done my research without you. Thank you for locating search resources that
seemed impossible to find. To ABSW colleagues, personal friends, family, and to
my beloved son and tech genius, Timothy Miles Tribble, I thank you for the love,
prayers, encouragement, and especially patience when my writing had to take
precedence. And last but not least, to my fellow “WWWs.” Who knew that we
would meet on life’s journey as Walden University scholars to form an unofficial,
but awesomely diverse cohort of four Oakland-East Bay females and declare
ourselves to be: Wonderful Women of Walden! Thank you for opening your
homes, the rotating dinners, research discussions, and fellowship. Most of all, thank
you for not letting me quit. Friends for life.
Acknowledgments
This dissertation represents my passionate pursuit to understand what it takes to be
an effective and inspirational leader. I am blessed with role models and mentors
throughout my upbringing, schooling, and career. From each, I noted and tried to
model leadership qualities that made these ordinary men and women quite
extraordinary. I found they were unselfishly generous, authentic, and ethical in
personal and professional interactions. Some were dedicated teachers or professors
from whom I gained deep insights, an excitement to strive, and a commitment to
pass-the-baton by helping others. My PhD journey would not have been possible
without the extraordinary leadership of Dr. Branford McAllister, Walden mentor
and dissertation committee chair who patiently guided and directed me for nearly
eight years while I navigated personal challenges and breakthroughs. Thank you for
your scholarship, your diligent precision, and endless patience to help me avoid
grievous errors. I appreciate your ability to listen, your sense of humor, and most of
all, your friendship. I will always be grateful and thankful to Dr. Teresa Lao for
agreeing to serve on my committee and providing a sharp mastery of content, flow,
and meaning in each review. These dedicated professors are leaders of the highest
caliber. Finally, to my URR member, Dr. Howard Schecter and to all the unseen
staff involved in the Walden University PhD program, I humbly extend my thanks.
Table of Contents
List of Tables....................................................................................................................vii

List of Figures....................................................................................................................ix

Chapter 1: Introduction to the Study...................................................................................1

Background.........................................................................................................................1

Statement of the Problem....................................................................................................4

Purpose of the Study...........................................................................................................5

Research Question..............................................................................................................7

Theoretical and Conceptual Framework for the Study.......................................................7

Leadership Competency Theory.....................................................................................8

Learner-Centered Theory................................................................................................9

Nature of the Study.............................................................................................................9

Definitions.........................................................................................................................10

Assumptions......................................................................................................................12

Scope and Delimitations...................................................................................................12

Limitations........................................................................................................................13

Significance of the Study..................................................................................................14

Summary...........................................................................................................................17

Chapter 2: Literature Review............................................................................................19

Introduction.......................................................................................................................19

Literature Search Strategy.................................................................................................20

Theoretical Foundation.....................................................................................................20

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Role of Leadership Competencies in Leadership Theory.............................................20

Triadic Competencies Model........................................................................................22

Performance Model of Characteristics and Attributes..................................................24

Emotional Intelligence Model.......................................................................................24

Challenges to the Competencies Paradigm...................................................................27

Rationale for Leadership Competencies in Faith-Based Paradigm..................................29

Bridging Leader Ethics in Competencies to Effectiveness in Values-Based Models..31

Bridging Ethical Constructs of Workplace Spirituality to Faith-Based Context..........37

Traditional Paradigm of Leadership Role and Preparation in Faith-based Context.....46

Adaptability and Transportability of Leadership Competencies Model.......................49

Assessing Leadership Competencies in Learner Preparation...........................................53

Conceptual Terms Related to Leadership Competencies and Role Preparation...........54

Linking Aptitude and Assessment as a Self-Reflective Learning Process...................57

Linking Aptitude for Leadership Competencies to Importance for Role Preparation..58

Relating Leadership Competencies Assessment to Adequacy of Preparation..............60

Theoretical Basis for Research Method and Analysis......................................................62

Comparing and Analyzing Survey Research for Psychometric Assessment................62

Triadic Model to Operationalize Competencies as a Theoretical Construct................64

Theoretical Basis for Use of Multiple Regression Analysis.........................................65

Use of Bases of Competence (BOC) to Assess for Skills.............................................67

Use of Leadership Practices Inventory (LPI) to Assess Behavioral Practices..............68

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Use of Administrative Competency Dimensions (ACD) to Assess Knowledge and
Adequacy of Preparation...............................................................................................72

Summary: Faith-based Research Gaps and Ramifications...............................................73

Contextual Ramifications for Positive Social Change..................................................77

Chapter 3: Methodology...................................................................................................80

Introduction.......................................................................................................................80

Research Design................................................................................................................80

Operational Variables in the Study...............................................................................82

Research Question and Hypotheses..................................................................................84

Instrumentation and Operationalization of Constructs.....................................................85

Administrative Competency Dimensions (ACD).........................................................86

Bases of Competence (BOC)........................................................................................88

Leadership Practices Inventory (LPI)...........................................................................88

Profile Questionnaire and Invitation Letter..................................................................89

Participants and Setting.....................................................................................................89

Sampling and Sampling Procedures.................................................................................90

Data Collection.................................................................................................................91

Reconciling Scale Scores..............................................................................................92

Normalizing Multivariate Analysis for Hypothesis Testing.........................................95

Measuring Adequacy of Preparation............................................................................96

Data Analysis....................................................................................................................96

Limits to Generalization...................................................................................................98

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