Date of Award


Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Christopher Maddox, Ph.D.

Second Advisor

Cherri Barker, Ed.D.

Third Advisor

Jill Bonds, Ed.D.


Leadership development programs prepare candidates for roles, equipping them with the skills and competencies to lead in organizations. In this study, I explored the effectiveness of a virtual organizational leadership development program. A grounded theory research design was chosen as a method of analysis to systematically obtain and analyze data for research and generate theory from the data. The servant leadership model served as the framework for the research. The purpose of this study was to explain how a virtual leadership development program impacted employee leadership efficacy. The research questions addressed how the program affected participant promotions, how the program learning objectives were implemented by participants, and how the program impacted participants. Collection tools included satisfaction surveys, interviews, and data reflecting promotion rates. Satisfaction rates with the organizational virtual leadership development program were high. Participants appreciated the advantages of the virtual format of the program and the quality of the instructors. They completed the program with enhanced communication skills, the ability to influence positive change, and increased self-awareness. Thirty-one percent of participants received promotions after the program. Opportunities for program improvement included incorporating real-world projects to give participants the ability to practice the leadership skills taught, the ability to be paired with a mentor, and a second part to the program to explore the leadership competencies at a more advanced level. The findings of this study may contribute to the existing body of literature with insights into the experiences and perspectives of participants of a virtual organizational leadership development program.

Included in

Education Commons