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How Organizational Goals can be made effective by a good leadership development programme
Name of the student
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Executive Summary
This research highlighted the impact of effective leadership program on achieving the
organizational goals. The organization selected for the study is National Health Services, which
is a public health service in United Kingdom. This research deals with the new programs that can
be developed by the organization so that they can mitigate their current issues. The literature
review shows that a good leader understand what their subordinates are doing and also
understands their situation by having in-depth knowledge of the working process. It is also found
from the literature review that these leaders should also gain trust with the employees and thus
have to develop effective interpersonal relationship. The literature used in the study have
emphasized on leadership approaches and the development programs. This study is an applied
research where a particular problem is addressed and the results in the study is aimed at assisting
the management to resolve issues they have been facing. In this study, pragmatism has been
chosen as the philosophy of research as it will determine the relevancy of each of the theories
and can consist of multiple theories. The research design is sequential explanatory, which
initially conducted quantitative data analysis and then the quantitative data was backed by
qualitative data to provide a different dimension to the study. In this study, both primary and
secondary data has been used. SPSS is the statistical tool used for examining the relationship
between the variables and developing respecting charts and graphs. In this study, quantitative
data has been collected from 140 employees of National Health Service and simple random
sampling has been used to select 50 respondents for selecting the overall population. Through the
data analysis, it has been found that the employees of the NHS do not use the Graduate
Management Training Scheme frequently as a result they lack the knowledge they require to
perform more effectively.

Table of content
Chapter 1..........................................................................................................................................5
1.0 Introduction................................................................................................................................5
1.1 Research Objective....................................................................................................................6
1.2 Research questions.....................................................................................................................6
1.3 Research Methodology..............................................................................................................6
1.4 Research Ethics..........................................................................................................................8
Chapter 2..........................................................................................................................................9
2.0 Literature Review......................................................................................................................9
2.1 Introduction................................................................................................................................9
2.2 Leadership................................................................................................................................10
2.3 Elements of Leadership...........................................................................................................11
2.4 Organizational Goals...............................................................................................................13
2.5 Factors Affecting Organizational Goals..................................................................................15
2.6 Impact of Leadership on Organizational Goals.......................................................................16
2.7 Leadership Development Programs.........................................................................................17
2.8 Impact of Leadership Development Programs on Organizational Goals................................19
2.9 Literature Gap..........................................................................................................................20
Chapter 3........................................................................................................................................21
Research Hypothesis......................................................................................................................21
Chapter 4........................................................................................................................................23
Methodology (Quantitative)..........................................................................................................23
4.1 Introduction..............................................................................................................................23

4.2 Reliability testing.....................................................................................................................23
4.3 Quantitative analysis of data....................................................................................................24
Chapter 5 – Triangulation..............................................................................................................74
5.0 Introduction..............................................................................................................................74
5.1 Research Validity.....................................................................................................................74
5.2 Limitations of Research...........................................................................................................77
Chapter 6- Conclusion and Recommendations..............................................................................78
6.1 Conclusion...............................................................................................................................78
6.2 Recommendations....................................................................................................................79
References and Bibliography.........................................................................................................82
Appendix........................................................................................................................................87

Chapter 1
1.0 Introduction
This research will highlight the impact of effective leadership program on achieving the
organizational goals. The organization selected for the study is National Health Services, which
is public health service in United Kingdom. It had been established in England in the year of
1948. NHS provides free services to all the general population living in the United Kingdom and
to other members of European Union on emergency basis (Nhs.uk 2018). However, there are few
cases where the patients are charged for example: optical and dental care. This research deals
with the new programs that can be developed by the organization so that they can mitigate their
current issues. National Health Service has been facing issues in the field of funding, impact of
BREXIT, increase in social costs and security breaches. Moreover, all the NHS organizations
have been struggling to provide the patients with quality, compassion and safety. In order to
shape the culture of the organization, effective leadership is required. The funding has always
been an issue for NHS so the management will have to identify a suitable solution for providing
the general citizens with better facilities. The majority of the funding is from national insurance
contributions and general taxations. However, there has been increase in pay of 1% that is
affecting the overall budget of NHS (Matthews-King 2017). The health spending has increased
significantly in the past few years, which has developed funding issues for NHS. Similarly,
BREXIT has impacted the workforce as there are many physicians that feel unwelcome in
United Kingdom. Therefore, these issues will have to be solved by identifying the shortcomings
in the leadership of the organization.

1.1 Research Objective
 To identify the impact of good leadership on organizational goals in National Health
Services
 To investigate the various issues in leadership in order to identify possible solutions in
NHS
 To evaluate the different elements of leadership affecting the organizational goals in NHS
 To recommend the suitable strategies for improving the leadership in NHS
1.2 Research questions
 What is the impact of good leadership on organizational goals in National Health
Services?
 What are the various issues in leadership in order to identify possible solutions in NHS?
 What are the different elements of leadership affecting the organizational goals in NHS?
1.3 Research Methodology
Research methodology is the systematic way of collecting raw data and converting them
into meaning data (Neuman 2013). This study is an applied research where a particular problem
is addressed and the results in the study will assist the management to resolve issues they have
been facing (Taylor, Bogdan and DeVault 2015). The purpose and nature of the study will
determine the type of research methodology used in a research. Research philosophy identifies
the different methods that will be used for conducting the study. The different types of research
philosophies are, pragmatism, realism, intepretivism and positivism (Lewis 2015). In this study,
pragmatism has been chosen as the philosophy of research as it will determine the relevancy of
each of the theories and can consist of multiple theories. According to pragmatism, multiple

realities can exist and there are multiple ways of interpreting and addressing an issue (Gray
2013).
Pragmatism will assist in using both quantitative and qualitative data for the given study.
The research design is sequential explanatory, which will initially conduct quantitative data
analysis and then the quantitative data will be backed by qualitative data to provide a different
dimension to the study. In this study, both primary and secondary data has been used. The
secondary data has been collected form journals, articles, websites links to form the literature
review whereas primary data has been collected to conduct the quantitative and qualitative
analysis of data. Quantitative analysis will consist of proving the hypothesis formulated in the
study by developed close-ended questions asked to the lower level employees of National Health
Services. This will consist of using statistical tools for identifying the frequency of the
respondents and using correlation and regression to identify the nature and degree of relationship
between the two variables. SPSS is the statistical tool used for examining the relationship
between the variables and developing respecting charts and graphs (Pallant 2013). Qualitative
analysis has been conducted by forming open-ended questionnaires asked to the managers of the
organizations. The patterns in their answers will be identified to collect data that will provide a
different dimension to the study. There are research approaches and they are inductive,
deductive and abductive. In this study, deductive approach will used to validate the theories
mentioned in the literature review.
Sampling is method of selecting population sample from the whole population (Levy and
Lemeshow 2013). As this study consist of mixed method both probabilistic sampling and non-
probabilistic sampling will be used. In this study, quantitative data has been collected from 140
employees of National Health Service and simple random sampling has been used to select 50

respondents for selecting the overall population. Therefore, randomization is the basis of
sampling which provides equal opportunity to all the participants of being selected. On the other
hand, qualitative analysis has been conducted on 5 managers of Nation Health Service so non-
probabilistic sampling has been used as the sample size is small and difficult to find participants.
In order to keep high validity and reliability in the study, pilot test has been conducted where
sample questionnaires were sent out to 20 respondents. Moreover, the data has been collected
multiple times and test rated reliability is used to examine if the results were using the same
methodology.
1.4 Research Ethics
Research ethics is the appropriateness of the methods used by the researcher for
executing the study (Battiste 2016). The anonymity of the respondents has been maintained and
none of their personal data has been revealed. The data collected in the study has not been used
for any other purpose. The respondents were made aware of the purpose of the study so none of
them were strained to take part in the survey. The respondents have participated of their own
desire and none of the data used in the study has been manipulated to reach a desired result.

Chapter 2
2.0 Literature Review
2.1 Introduction
As stated by Ledlow and Coppola (2013), leadership has been categorized into different
phases and can be divided according to their traits, behavior and style. The history of research in
leadership reveals that early studies were focused on examining personality of traits of effective
leadership. According to trait theory of leadership, the non-leaders and successful leaders are
easily differentiated by their innate qualities (Chemers 2014). The individuals are born with these
qualities, which mean that it is quite difficult to incorporate these abilities within the individuals
for changing their personality. However, validation and categorizing of personalities based on
the trait is quite difficult which is the main reason for criticizing this theory. These gave rise to
the need of developing other theories, which can easily characterize the different leadership
approaches. Thus, style and behavioral approaches appeared which moved the focus from
personality traits to behavior and style.
Research conducted on behavioral and style theories suggest that participative or
democratic style of leadership has been more successful. However, all these studies have been
focused on identifying the most effective method of leadership. The major drawbacks of these
theories are similar to the trait theory as they have failed to consider the situational factors. The
effectiveness of leadership is highly affected by the situational factors (Yukl 2013). Contingency
and situational theories are developed to deal with the drawbacks of the early theories. These
theories have moved their focus from the best possible way to the context-sensitive leadership.

According to the contingency theory of leadership, it can be stated that the adaptability of the
leadership style is important in making the leadership effective (Waters 2013). Therefore, there
is no best way of leadership and the leadership style of individuals change depending upon the
situational factors. Moreover, it is essential to keep a balance between the different leadership
approaches so that all the situations can be dealt in an effective manner. Therefore, appropriate
styles are developed to deal with the different circumstances within an organization.
Transformational and transactional styles of leadership are developed from these theories,
which show both importance of using both the aspect. Effective leadership is the most crucial
determinant of organization failure and success. As stated by Bryman (2013), effective
leadership will be able to deal with all the market uncertainties and reach the organizational
goals.
2.2 Leadership
The huge, largely raging changes that where a part of the characteristics of the business
organizations back in the 1970s and 1980s directed towards the concept of the “new paradigm”,
emphasizing mostly on the traits of being charismatic, transformational and visionary. These
traits were seen as identifiers of the conception of the leader being a person who describes
organizational reality by means of defining the mission and values of any organization that
would be supportive. Hence, inside the latest leadership approach, leaders are viewed as the
managers of meaning, instead of being just an influence process. Over the past decade the swift
changes experienced all over the world have asked for the development of effective leadership
skills, especially in terms of achieving the organizational goals. As a result of that, organizations
started giving increasing priority to different leadership development programs (Koech and
Namusonge 2012).

The term “leadership” connotes pictures of dynamic and powerful individuals who direct
corporate empires and victorious armies from gleaming skyscrapers, or are sharing the course of
different nations. Burns (1978, p. 2) mentioned that “Leadership is one of the most observed and
least understood phenomena on earth”. It was from the commencement of civilization that
history has focused on the study of leaders and still today leadership is an area of vigorous
inquiry. As Bass (1990) said, leadership is justifiably time and again considered as the sole
critical element that plays a role in the success or failure of any organization. The debate over
leadership as a kind of process might have most probably been initiated by Machiavelli back in
the sixteenth century (Pendleton and Furnham 2016).
Even though the brief summary above points out that the discussion over leadership has
crossed periods of skepticism, some recent interests into the subject has concentrated on the
value of the role of leadership in bringing success to the organization by fulfillment of goals.
Kelloway and Barling (2010) has stressed that leadership is not just bounded to individuals in
only formal leadership positions. They have argued these individuals might be having a
specifically broad remit of impact inside an organization and its goals. The idea of leadership has
brought in active interest, occasional confusion and debate as the thought regarding management
has developed. However, still today, defining leadership is not easy and based on the complexity
of the topic; there exists no solid consensus regarding the delimitation of the field.
2.3 Elements of Leadership
The different elements of leadership will consist of the various approaches and the
leadership programs used to achieve the organizational goals. The most commonly used
approaches of leadership are transactional, transformational and laissez-faire. Another critical
aspect of achieving the organizational goals is leadership development programs, which consist

of various tools for training the managers.
Leadership approaches
Laissez- faire style of leadership describes those leaders that tend to avoid
responsibilities or does not interfere with the work of their subordinates. These leaders are
unlikely to put any effort to develop a relationship with their subordinates. As stated by Furtner,
Baldegger and Rauthmann (2013), Laissez faire style is effective in certain circumstances and
there have been famous leaders that have followed this style of leadership to achieve all the goals
of the organization. Warren Buffet is one of the charismatic leaders that have effectively
followed this style of leadership. Berkshire Hathaway has reached new heights due to his
supervision. Buffet never interfered with the works of his subordinates and allowed them to do
their own thing. However, at the end of each fiscal year, Buffet delivers a message for their
employees, which contains advice on the various decisions made by the employees. This has
enabled the employees to work more freely and grow at both personal and professional level.
Transactional leadership style has minimum level of interaction with their subordinates.
The relationship between the leader and the subordinates are based on the security and physical
needs. Therefore, these types of leaders will provide reward to employees with good
performance and impose penalties on employees with low performance (Dumdum, Lowe and
Avolio 2013). Contingent reward, action management and passive management are the
components of transactional type of leadership. Contingent reward is the method of recognizing
the employees based on their performance. Passive management is the method where the leader
does not intervene until the problem becomes seriously. Active Management is the method
where the performances of the employees are monitored all times and corrective measures are

taken if there is any deviation from the desired result. Jeff Bezos had lead Amazon to great by
using these style of leadership where the employees are made to work extremely hard at all times
and the employees having low performance were made to leave the organization. Even though,
this work culture it has produced wonderful results for Amazon and they have become the
market leader in their segment.
Transformational leadership style is considered the most widely used style of leadership
where leaders encourage and motivate their subordinates to go beyond their expectation by
putting in extra effort (Odumeru and Ogbonna 2013). The transformational leaders are able to
gain loyalty, trust, respect and admiration from the employees. This makes the employees
motivated to work in a better way as they are able to inspire their subordinates to do so. This
leadership style as proved to be the most effective one as it increases the level of organizational
commitment and organizational performance. After the demise of Steve Jobs various article
stated that he would always be remembered as a transformational leader. He has transformed
Apple into the market leader by using a blue ocean strategy where Jobs was able to able to create
a different market segment for themselves where there is less competition.
2.4 Organizational Goals
As stated by Child (2015), every organization sets its specific targets for a particular time
for maintaining sustainability and achieving success in the market. Organizational goals are of
two types, one is the official goals and the other is the operational goals. The aim and objectives
of the organizations publish in the public statement and annual reports are known as official
goals. On the other hand, operational goals are the actual goals, which consist of concrete steps
that have to be taken in order to fulfill the purpose of the official objectives. Therefore, the goals
of any organization can be short term, long term and immediate. The immediate goals will

consist of the current goals of the organization, the short term goals will include the goals for one
or two fiscal years. However, the long-term goals are set at least for a period of five years and
the short goals are aligned in such a way that they will facilitate in fulfilling the long-term goals
of the organization. It is essential for the organization to communicate their organizational goals
to the employees to improve their engagement in the work they do. This enables the employees
to align their personal goals with that of that of the organizational goal. The organization can
convey their goals to the employees by means of a formal channel however; the most effective of
communicating the goals of the organization is direct communication through supervisors. It is
essential for the organization to develop a two-way communication channel for improving the
performance of the organization. Direct communication is the best way of communicating the
goals of the organization as it enables the managers to develop SMART goals, which will be in
alignment to organizational goals. The key organizational goals set by the management are
productivity goals, employee and management performance goals, social responsibility goals,
market share goal, profitability goals, and innovation goals (Eden and Ackermann 2013).
According to Scott and Davis (2015), there are few basic functions which the
organizational goals serve and to be specific there are four basic functions of using effective
organizational goals. The organizational goals facilitate in planning and motivating employees
and at the same time will assist in monitoring and control performance of employees and
organizations. Moreover, the goals are set to provide guidance and direction to the employees
and management. Therefore, at times of difficult situations the employees can refer to the
organizational goals and objectives to while making a tough choice. Similarly, the planning of
the different strategies becomes easier if the goals are clear to the employees and the
management. The monitoring and control of organizational processes and performance enables

to measure and compare the actual performance and the benchmark performance that has been
set.
2.5 Factors Affecting Organizational Goals
Even though there are no specific theories to explaining organizational goals, the
SMART model is used to develop goals for both the organization and the employees. The goals
of the organizations have become more and more challenging. Goal setting is essential to
maintain a structural approach and tractability of the objectives of the organizations (Izhar et al.
2013). However, it is one of the most effective and less used tools in the industry. This helps in
better evaluation of the objectives and the progress the organization has made towards it. This
also increases the level of transparency within the organization and so it provides better flow of
information within the organization. Therefore, the employees have knowledge regarding the
different goals and their nature of origin. Therefore, it becomes easier for the employees to
realize these goals, as they are able to align their personal goals along with the goals of the
organization. The increase in competitiveness among different organizations has made it
essential for the organization to develop smart goals. The significance of S.M.A.R.T goals and
how it should be defined so that the objectives can be fulfilled needs to be discussed.
S.M.A.R.T goals stand for specific, measurable, attainable, relevant and timely, this are
the criteria required for effectively developing the goals of the organization. However, each of
the criteria will have to have to be evaluated to understand how effective goals and the different
parameters for setting such goals. The first criterion is specific which signifies that goals will
have to be specific. If the goals are more specific then it is easier to achieve the exact objective
that has been decided. In order to make goals more specific all the related factors will have to be
defined. Therefore, few questions have to be clarified before specifying the requirement such as

what, where, how, when, with whom and limitations. The next criterion is measurable which
means that breaking the elements of goals, which should be achieved at the end of goals. This
will enable to measure the desired objective and the deviation from the original objective.
Therefore, the physical manifestations of the goals have to be defined for better clarity. The next
criterion is attainability of the goals; the goals will have to be feasible as defining unrealistic
goals are something the organization should avoid. Therefore, before setting a goal it has to be
evaluated that whether the goals are achievable or not. The next criterion is relevancy of the
goal; the goals developed should be relevant to the mission and vision of the organization. The
goal should have meaningful purpose for the organization. The final criterion is time as it is most
crucial component for achieving the goal. Therefore, effective time schedule has to be developed
for achieving the goals at the right time (Shields et al. 2015).
2.6 Impact of Leadership on Organizational Goals
Relationship between leadership and organizational goals is a topic that has been debated
over often. Majority of the research point out that leadership can boast of having a significant
association with organizational goal achievement and performance, with different elements of
leadership having either a positive or a negative correlation with organizational goals and
performance, based on the researchers’ variables (Wang, Chich-Jen and Mei-Ling 2010).
Leadership is a vital factor in bringing success for any organization. It can be seen as an art or
procedure of influencing people into performing their responsibilities efficiently, willingly and
competently. Good leadership, if is seen placed within an organization, then its effect can be felt
throughout. Good leadership develops organizational culture instead of forcing it. In any
organization, the focal point of acquiring success is the high performance of its employees,
which can be secured with the help of effective leadership. Leadership is vital in case of realizing

organizational goals and the execution of work, also helping in maximizing efficiency and
achieving organizational goals.
2.7 Leadership Development Programs
As stated by Goleman (2017), leadership development and it affects on organization
goals and processes has remained highly debatable. Reports suggest that leadership development
programs are effective, as enhancement in leadership quality will have a direct influence on
productivity, quality, investment and delivery. However, other reports question the value of
leadership development programs in context to organizational goals. The main question that
arises is that whether it is possible to train and develop leaders. The early theories have
suggested that great leaders are born with some innate personality traits and abilities. However,
various models have suggested that leadership traits and competencies can be acquired over a
period. In the present view, it is considered that some of the leadership qualities can be learnt
such as communication, self-awareness and strategic thinking but the personal characteristics of
a person will not change. Therefore, it is essential for the employees to identify their own
personality traits so that they can mould themselves into the leadership approach that is suitable
to their personality.
According to Joo and Park (2010), leadership and leadership development approaches
have changed significantly in the past decade. The market of executive education have seen rapid
growth in the past few years which shows the rise in demand for different programs for
improving the skill set of the employees. Various universities are providing the employees in
different organizations with the opportunity of developing their skills as a leader. As stated by
Selznick (2011), by evaluating the perspective of the employers it is viable to develop leaders
from within the organization that to appoint someone from outside the organization as it will

increase the cost structure. Moreover, the employees in the modern generation are influenced
more by their growth within the organization. The employees tend to leave a job when there is no
growth for the employees which increases the attrition rate. Therefore, the overall cost structure
of the organization increases significantly. Moreover, the changing nature of the industry is
demanding development of new abilities, skills, self- awareness and knowledge. Therefore,
effective use of leadership development program is necessary for achieving the organizational
goals. Solansky (2010) opined, that even though leadership development programs are being
used within the organizations but the significant question is whether this development programs
are able to meet the needs of the organization. Therefore, the leadership development programs
have become more flexible and the organizations are putting more focus on the internal job
markets. The promising employees are being provided with adequate training so that they can
take over as future managers.
These new development policies require the organization to change the tradition practices
of training and development. The new development program consists of different structures and
has a specific goal and objective attached to it. The changes in the leadership and development
programs are due to the changing requirement of the organizations. Globalization has changed
the level of competition so every organization needs to cope with the changing business
environment in order to maintain their sustainability and the competitive advantage. Therefore, it
is imperative from the perspective of the employers to use leadership development programs to
enhance leadership and development programs due to the extreme change in the nature of work.
This means that organizations require relevant abilities, skills and knowledge to fulfill their
requirements. As stated by Cummings and Worley (2014), the change in the external business of
the organization results in the adaptation of new human resources strategies. This has given rise

to demand in the context of executive education and different training programs that would
enhance the skills and management skills of the employees. Moreover, these programs have
become much more informal and flexible as facilitates in personal development of the
employees. Therefore, these have led to the change in traditional practices in the organization.
These rapid changes to the organizational processes have various transformational concept
linked to it. The organizations in order to increase their market competitiveness have been
focused on developing more and more effective leaders and managers.
However, there is a distinct difference among development, education and training and
Garavan, Carbery and Rock (2012) states that training is used to focus on the current job role of
the employee, education is focused on improving future prospect of the employees and
development is focused on organization and it goals. Similar conclusions have drawn by Daley
(2012), which has presented three contrasting model of leadership development. The three
models are humanist, pragmatic and scientific where the scientific approach focuses on training
so that clearly defined targets can be met. On the other hand, humanist approach focuses on
empowering the employees by transforming them through interactions and pragmatic approach is
more focused on the project and immediate goals of the groups and individuals. Moreover, these
approaches of leadership development are one of the most effective ways of developing sense of
belonging among the workforce.
2.8 Impact of Leadership Development Programs on Organizational Goals
The leadership development programs are developed in accordance to the goals of the
organizations. In order to identify the significant importance of the leadership development on
effectiveness of organization, it can be said that leadership development programs can make the
goals of the organization more effective than before. As stated by Cameron and Green (2015),

the current trend in the market shows that there has been significant change in the purpose and
nature of management within the organization. Therefore, the organizations are changing the
tradition methods to a more flexible method. It is remarkable to see that even though the
organizational requirements have changed dramatically, educational and development concept
has not been incorporated in most of the leadership development programs. Therefore, emphases
on holistic approach have increased significantly.
According to Bryson (2018), organizational goals are developed as per the needs of the
stakeholders and effectiveness of the organizational goals can only be increased by focusing on
development programs. The increase in the number of personalized learning programs within
the organization is indicating that in order to make the goals an effective, various organization
have been making an effort. However, it is difficult for small-scale organizations to incorporate
this entire factor, as they will face resourcing challenges to these policies. The implementation of
all these policies into the organizational setting is not easy so few organizations has been able to
implement these policies effectively.
2.9 Literature Gap
The literature used in the study have emphasized on leadership approaches and the
development programs. There is little emphasis on organizational goals and how it can be made
more effective using leadership development programs. Therefore, none of the literature has
provided relevant opinions about organizational effectiveness. However, even though as there
are lack of literature in this subject it will be difficult to compare secondary and primary data.
The major drawbacks of these theories are similar to the trait theory as they have failed to
consider the situational factors. The effectiveness of leadership is highly affected by the
situational factors.

Chapter 3
Research Hypothesis
The study is aiming to find out the existing relationship between leader, leadership
development programs and effectiveness of the organizational goals. Therefore, the study will try
to evaluate the current situation within NHS, which will enable to identify the current issues in
leadership and development programs. Therefore, effective recommendations can be made so
that the issues prevalent within the organization can be mitigated. Therefore, the research
hypothesis developed are based on the literature and will be the model for the study. The
hypotheses will establish the relation discussed in the literature review of the study.
Research hypothesis
H10-Leadership does not have any impact on the effectiveness of organizational goals in National Health Services
H11-Leadership does have any impact on the effectiveness of organizational goals in National Health Services
H20-Leadership development program does not have any impact on the effectiveness of organizational goals in
National Health Services
H21-Leadership development program does have any impact on the effectiveness of organizational goals in National
Health Services

Conceptual Framework
Leadership development
program
1. Training
2. Education
3. Development
Leadership approaches
1. Policies
2. Schemes
3. Culture
Organizational
goals

Chapter 4
Methodology (Quantitative)
4.1 Introduction
This chapter of the study will analyze the findings of the data collected from the
respondents. This will consist of quantitative analysis of data using SPSS, which is a statistical
software for calculating descriptive statistics, correlation and regression. Therefore, the concepts
discussed within the second chapter of the study will be validated using quantitative analysis.
The hypotheses developed using the secondary data collection will be validated in this chapter.
These findings will also consist of ANOVA, which define the relationship between multiple
variables at the same time.
4.2 Reliability testing
Reliability testing has been performed in the study based on the develop questionnaire on
different populations to check the result. Reliability is the ability of the study to develop similar
result using different sample population. The reliability coefficient in the study is greater than 0.7
that signifies that the data collected is reliable.

4.3 Quantitative analysis of data
1. How old are you?
Frequency Percent Valid Percent Cumulative Percent
Valid <28 14 28.0 28.0 28.0
29-43 11 22.0 22.0 50.0
44-55 11 22.0 22.0 72.0
56+ 14 28.0 28.0 100.0
Total 50 100.0 100.0
Table 1: Age
(Source: As created by Author)
Graph 1: Age
(Source: As created by Author)

Findings
This question has addressed the age of the respondents in the study. The findings shows
that majority of the respondents are above the age of 28 so it is expected to gather relevant
information.
2. Your gender?
Frequency Percent Valid Percent Cumulative Percent
Valid Male 32 64.0 64.0 64.0
Female 18 36.0 36.0 100.0
Total 50 100.0 100.0
Table 2: Gender
(Source: As created by Author)
Graph 2: Gender
(Source: As created by Author)
Findings

This question will address the gender of the respondents and the findings show that 64%
are male and 36% are female.
3. What is your position in the organization?
Frequency Percent Valid Percent Cumulative Percent
Valid Doctor 11 22.0 22.0 22.0
Nurse 9 18.0 18.0 40.0
Care worker 7 14.0 14.0 54.0
Surgeon 12 24.0 24.0 78.0
Others 11 22.0 22.0 100.0
Total 50 100.0 100.0
Table 3: Position
(Source: As created by Author)

Graph 3: Position
(Source: As created by Author)
Findings
The question has addressed the position of the respondents within the organization. The
study shows that there is parity between all the categories so good result is expected.
4. Which is the most recent leadership development programme you undertook?
Frequency Percent Valid Percent Cumulative Percent
Valid The Edward
Jenner
programme
14 28.0 28.0 28.0
The Mary
Seacole
programme
6 12.0 12.0 40.0
The
Elizabeth
15 30.0 30.0 70.0

Garrett
Anderson
programme
The Nye
Bevan
programme
15 30.0 30.0 100.0
Total 50 100.0 100.0
Table 4: Leadership development programme
(Source: As created by Author)
Graph 4: Leadership development programme
(Source: As created by Author)
Findings
The question identifies the most recent development programme used by the
organizations. The study shows that other than the Mary Seacole programme all the programs
have been quite frequently used.

5. Based on your most recent LDP, please indicate the degree of agreement on the
statement below?
 Reaction
This class was what I expected
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly
disagree
21 42.0 42.0 42.0
Disagree 23 46.0 46.0 88.0
Neutral 0 0 0 88.0
Agree 5 10.0 10.0 98.0
Strongly
disagree
1 2.0 2.0 100.0
Total 50 100.0 100.0
Table 5: Expectation
(Source: As created by Author)

Graph 5: Expectation
(Source: As created by Author)
Findings
The findings of the question shows that majority of the respondents were not satisfied
with the class which shows that the organization will have to make changes to their leadership
develop policies.
Material covered was too technical
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly
disagree
18 36.0 36.0 36.0
Disagree 26 52.0 52.0 88.0
Neutral 0 0 0 88.0
Agree 1 2.0 2.0 90.0

Strongly
Agree
5 10.0 10.0 100.0
Total 50 100.0 100.0
Table 5: Technicality of materials
(Source: As created by Author)
Graph 5: Technicality of materials
(Source: As created by Author)
Findings
The majority of the respondents thought that the program was not too technical. This
means that the organization has been able to develop programmes that are simple and
understandable to all.
The support text and handouts were useful
Frequency Percent Valid Percent Cumulative Percent

Valid Strongly
disagree
23 46.0 46.0 46.0
Disagree 20 40.0 40.0 86.0
Neutral 0 0 0 86.0
Agree 5 10.0 10.0 96.0
Strongly
Agree
2 4.0 4.0 100.0
Total 50 100.0 100.0
Table 6: Degree of usefulness
(Source: As created by Author)
Table 6: Degree of usefulness
(Source: As created by Author)
Findings
The majority of the respondent commented that the handouts and texts were not useful
for the respondents.
The "hands on" approach was good

Frequency Percent Valid Percent Cumulative Percent
Valid Strongly
disagree
21 42.0 42.0 42.0
Disagree 22 44.0 44.0 86.0
Neutral 0 0 0 86.0
Agree 2 4.0 4.0 90.0
Strongly
Agree
5 10.0 10.0 100.0
Total 50 100.0 100.0
Table 7: Efficiency of hands on approach
(Source: As created by Author)
Graph 7: Efficiency of hands on approach
(Source: As created by Author)
Findings
The majority of the respondent disagree to the research question and think that the hand

on approach was not at all effective.
The class atmosphere was conducive to learning
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly
disagree
19 38.0 38.0 38.0
Disagree 24 48.0 48.0 86.0
Neutral 0 0 0 86.0
Agree 3 6.0 6.0 92.0
Strongly
Agree
4 8.0 8.0 100.0
Total 50 100.0 100.0
Table 8: conduciveness of the learning environment
(Source: As created by Author)

Graph 8: Conduciveness of the learning environment
(Source: As created by Author)
Findings
The majority of the respondent are of the opinion that class environment was not
conducive to learning.
I enjoyed the training
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 21 42.0 42.0 42.0
2.00 22 44.0 44.0 86.0
4.00 4 8.0 8.0 94.0
5.00 3 6.0 6.0 100.0
Total 50 100.0 100.0
Table 9: Enjoyment
(Source: As created by Author)

Graph 9: Enjoyment
(Source: As created by Author)
Findings
There are few respondents that have enjoyed the learning programme but the majority did
not enjoy the leadership development programme.
 Learning
I have used the material covered in this class
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 17 34.0 34.0 34.0
2.00 26 52.0 52.0 86.0
4.00 6 12.0 12.0 98.0
5.00 1 2.0 2.0 100.0

Total 50 100.0 100.0
Table 10: Usage of the provided material
(Source: As created by Author)
1= strongly disagree
2= disagree
3= neutral
4= agree
5= strongly agree
Table 11: Usage of the provided material
(Source: As created by Author)
Findings
The majority of the respondents did not agree with the question which indicates there are

issues in the leadership development program of the organization.
I learned from this training
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 20 40.0 40.0 40.0
2.00 23 46.0 46.0 86.0
4.00 2 4.0 4.0 90.0
5.00 5 10.0 10.0 100.0
Total 50 100.0 100.0
Table 11: learning
(Source: As created by Author)
1= strongly disagree
2= disagree
3= neutral
4= agree
5= strongly agree

Graph 11: learning
(Source: As created by Author)
Findings
The respondent feels that the leadership development programmes were unable to
provide them knowledge about any new topics.
Did you learn anything usually new
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 21 42.0 42.0 42.0
2.00 22 44.0 44.0 86.0
4.00 6 12.0 12.0 98.0
5.00 1 2.0 2.0 100.0
Total 50 100.0 100.0

Table 12: new learning
(Source: As created by Author)
1= strongly disagree
2= disagree
3= neutral
4= agree
5= strongly agree
Graph 12: new learning
(Source: As created by Author)
Findings
The respondents think that the programme has not been able to provide any new learning
to the employees.
.Do you feel adequately trained

Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 25 50.0 50.0 50.0
2.00 18 36.0 36.0 86.0
4.00 2 4.0 4.0 90.0
5.00 5 10.0 10.0 100.0
Total 50 100.0 100.0
Table 13: Adequacy
(Source: As created by Author)
1= strongly disagree
2= disagree
3= neutral
4= agree
5= strongly agree

Graph 13: Adequacy
(Source: As created by Author)
Findings
The findings indicate that the respondents have not been adequately trained so drastic
changes are required in the leadership development program.
Transfer of learning
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 21 42.0 42.0 42.0
2.00 22 44.0 44.0 86.0
4.00 5 10.0 10.0 96.0
5.00 2 4.0 4.0 100.0
Total 50 100.0 100.0
Table 14: Transfer of learning

(Source: As created by Author)
1= strongly disagree
2= disagree
3= neutral
4= agree
5= strongly agree
Graph 14: Transfer of learning

(Source: As created by Author)
Findings
The majority of the respondents are strongly disagreeing to the question.
This training has helped me in my job
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 20 40.0 40.0 40.0
2.00 23 46.0 46.0 86.0
4.00 3 6.0 6.0 92.0
5.00 4 8.0 8.0 100.0
Total 50 100.0 100.0
Table 15: Transfer of learning
(Source: As created by Author)
Graph 15: Transfer of learning
(Source: As created by Author)

Findings
The majority of the respondents are strongly disagreeing to the question and the training
programme has not helped the respondent in their job.
There was noticeable and measurable change in my approach to tasks
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 21 42.0 42.0 42.0
2.00 22 44.0 44.0 86.0
4.00 4 8.0 8.0 94.0
5.00 3 6.0 6.0 100.0
Total 50 100.0 100.0
Table 16: noticeable change
(Source: As created by Author)

Graph 16: noticeable change
(Source: As created by Author)
Findings
The majority of the respondents do not agree to the question and the programs have not
helped them in bringing about noticeable change in their approach.
Clear processes made more transparent and easy to understand
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 25 50.0 50.0 50.0
2.00 18 36.0 36.0 86.0
4.00 3 6.0 6.0 92.0
5.00 4 8.0 8.0 100.0
Total 50 100.0 100.0
Table 17: transparency and understanding

(Source: As created by Author)
Graph 17: transparency and understanding
(Source: As created by Author)
Findings
The majority of the respondents do not agree to the question as transparency and
understandability of the programmes are less.
Ability to answer questions
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 16 32.0 32.0 32.0
2.00 27 54.0 54.0 86.0
4.00 5 10.0 10.0 96.0
5.00 2 4.0 4.0 100.0
Total 50 100.0 100.0
Table 18: Ability to understand
(Source: As created by Author)

Graph 18: Ability to understand
(Source: As created by Author)
Findings
The majority of the respondents do not agree to the question.
Time devoted to "hands on" tasks
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 20 40.0 40.0 40.0
2.00 23 46.0 46.0 86.0
4.00 2 4.0 4.0 90.0
5.00 5 10.0 10.0 100.0
Total 50 100.0 100.0
Table 19: Time devoted to "hands on" tasks
(Source: As created by Author)

Graph 19: Time devoted to "hands on" tasks
(Source: As created by Author)
Findings
The majority of the respondents do not agree to the question
Preparation for training
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 24 48.0 48.0 48.0
2.00 19 38.0 38.0 86.0
4.00 4 8.0 8.0 94.0
5.00 3 6.0 6.0 100.0
Total 50 100.0 100.0
Table 20: Preparation for training
(Source: As created by Author)

Graph 20: Preparation for training
(Source: As created by Author)
Findings
The majority of the respondents do not agree to the question
Instructors support noticeable
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 19 38.0 38.0 38.0
2.00 24 48.0 48.0 86.0
4.00 2 4.0 4.0 90.0
5.00 5 10.0 10.0 100.0
Total 50 100.0 100.0
Table 21: Instructors support noticeable
(Source: As created by Author)

Graph 21: Instructors support noticeable
(Source: As created by Author)
Findings
The majority of the respondents do not agree to the question
Ability to apply subject matter
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 22 44.0 44.0 44.0
2.00 21 42.0 42.0 86.0
4.00 4 8.0 8.0 94.0
5.00 3 6.0 6.0 100.0
Total 50 100.0 100.0
Table 22: Ability to apply subject matter
(Source: As created by Author)

Graph 22: Ability to apply subject matter
(Source: As created by Author)
Findings
The majority of the respondents do not agree to the question
Ability to challenge
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 25 50.0 50.0 50.0
2.00 18 36.0 36.0 86.0
4.00 2 4.0 4.0 90.0
5.00 5 10.0 10.0 100.0
Total 50 100.0 100.0
Table 23: Ability to present material in an interesting manner
(Source: As created by Author)

Graph 23: Ability to present material in an interesting manner
(Source: As created by Author)
Findings
The majority of the respondents do not agree to the question
Treatment of skills in the job
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 26 52.0 52.0 52.0
2.00 17 34.0 34.0 86.0
4.00 4 8.0 8.0 94.0
5.00 3 6.0 6.0 100.0
Total 50 100.0 100.0
Table 24: Treatment of skills in the job
(Source: As created by Author)

Graph 24: Treatment of skills in the job
(Source: As created by Author)
Findings
The majority of the respondents do not agree to the question
In general, the job done by the instructor
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 24 48.0 48.0 48.0
2.00 19 38.0 38.0 86.0
4.00 3 6.0 6.0 92.0
5.00 4 8.0 8.0 100.0
Total 50 100.0 100.0
Table 25: Treatment of skills in the job
(Source: As created by Author)

Graph 25: Treatment of skills in the job
(Source: As created by Author)
Findings
The majority of the respondents do not agree to the question
Satisfaction level
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 4 8.0 8.0 8.0
2.00 3 6.0 6.0 14.0
3.00 19 38.0 38.0 52.0
4.00 24 48.0 48.0 100.0
Total 50 100.0 100.0

Table 26: Satisfaction level
(Source: As created by Author)
Graph 26: Satisfaction level
(Source: As created by Author)
Findings
The majority of the respondents do not agree to the question
comprehensive coverage
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 4 8.0 8.0 8.0
2.00 3 6.0 6.0 14.0
3.00 27 54.0 54.0 68.0
4.00 16 32.0 32.0 100.0

Total 50 100.0 100.0
Table 27: comprehensive coverage
(Source: As created by Author)
Table 27: comprehensive coverage
(Source: As created by Author)
Comprehensiveness of training
Frequency Percent Valid Percent Cumulative Percent
Valid 1.00 2 4.0 4.0 4.0
2.00 5 10.0 10.0 14.0
3.00 23 46.0 46.0 60.0
4.00 20 40.0 40.0 100.0
Total 50 100.0 100.0
Table 28: Comprehensiveness of training
(Source: As created by Author)

Graph 28: Comprehensiveness of training
(Source: As created by Author)
Findings
The majority of the respondents are not in agreement with the question and all the
questions have got negative response which shows that the employees are not at all satisfied with
the training and development programmes and the management.
What do you like to see improved in the programme?
Comment Count
The programs should focus on practical knowledge
that theoretical knowledge
2
There should inclusion of innovative ways of
improving the skill level
5

The programmes need to address the personal
needs of the employees as majority of the
employees have different drawbacks and liabilities.
26
The focus on developing personality should be high 17

Descriptive statistics
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Recent leadership programme 50 1.00 4.00 2.6200 1.19335
Reaction1 50 1.00 5.00 1.8400 .99714
Reaction2 50 1.00 5.00 1.9800 1.16916
Reaction3 50 1.00 5.00 1.8600 1.10675
Reaction4 50 1.00 5.00 1.9600 1.22824
Reaction5 50 1.00 5.00 1.9800 1.16916
Reaction6 50 1.00 5.00 1.9200 1.14000
Learning 1 50 1.00 5.00 1.9600 1.00934
Learning 2 50 1.00 5.00 1.9800 1.22040
Learning 3 50 1.00 5.00 1.8800 1.04276
Learning 4 50 1.00 5.00 1.8800 1.25584
behavior 1 50 1.00 5.00 1.9000 1.09265
behavior 2 50 1.00 5.00 1.9600 1.17734
behavior 3 50 1.00 5.00 1.9200 1.14000
behavior 4 50 1.00 5.00 1.8600 1.21235
behavior 5 50 1.00 5.00 2.0000 1.04978
behavior 6 50 1.00 5.00 1.9800 1.22040
behavior 7 50 1.00 5.00 1.8600 1.16075
behavior 8 50 1.00 5.00 2.0000 1.21218
behavior 9 50 1.00 5.00 1.9000 1.14731
behavior 10 50 1.00 5.00 1.8800 1.25584
behavior 11 50 1.00 5.00 1.8200 1.17265
behavior 12 50 1.00 5.00 1.8800 1.20611
behavior 13 50 1.00 5.00 1.9200 1.24278

Satisfaction level 50 1.00 4.00 3.2600 .89921
comprehensive coverage 50 1.00 4.00 3.1000 .83910
Comprehensiveness of training 50 1.00 4.00 3.2200 .78999
Valid N (listwise) 50
Correlation
Cor
relat
ions
How old
are you
Rece
nt
leade
rship
progr
amm
e
Re
ac
tio
n1
Re
acti
on2
Re
acti
on3
Re
acti
on4
Re
acti
on5
Re
acti
on6
Le
ar
nin
g 1
Le
ar
nin
g 2
Le
ar
nin
g 3
Le
ar
nin
g 4
be
ha
vio
r 1
be
ha
vio
r 2
be
ha
vio
r 3
be
ha
vio
r 4
be
ha
vio
r 5
be
ha
vio
r 6
be
ha
vio
r 7
be
ha
vio
r 8
be
ha
vio
r 9
be
ha
vio
r
10
be
ha
vio
r
11
be
ha
vio
r
12
be
ha
vio
r
13
Sati
sfac
tion
leve
l
comp
rehe
nsive
cover
age
Compr
ehensiv
eness of
trainin
g
How
old are
you
Pea
rso
n
Cor
rela
tion
1 .210 -.1
38
-.03
7
-.03
9
-.02
8
.00
7
.01
5
-.1
37
-.0
78
-.0
66
-.1
37
.00
8
-.1
32
-.1
82
-.0
50
-.0
99
-.0
92
-.0
52
.00
0
-.0
53
.01
4
-.1
99
.00
0
-.1
53
.125 .010 .098
Sig.
(2-
taile
d)
.144 .3
38
.79
9
.78
8
.84
6
.95
9
.91
7
.34
3
.59
1
.64
8
.34
1
.95
7
.36
1
.20
7
.73
1
.49
5
.52
5
.72
0
1.0
00
.71
6
.92
5
.16
7
1.0
00
.29
0
.388 .943 .497
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
Recent Pea .2 1 -.0 .09 .03 .03 .12 .06 .10 -.0 .04 .09 .03 .07 .03 -.0 .00 .06 .02 .02 .07 .05 .02 .03 .04 -.00 .018 .069

leaders
hip
progra
mme
rso
n
Cor
rela
tion
1
0
52 7 6 1 6 7 6 19 5 2 3 6 7 38 0 5 0 8 6 1 3 9 8 1
Sig.
(2-
taile
d)
.1
4
4
.7
19
.50
4
.80
3
.83
0
.38
3
.64
3
.46
5
.89
4
.75
8
.52
7
.82
1
.59
9
.79
8
.79
6
1.0
00
.65
5
.89
2
.84
6
.60
0
.72
7
.87
4
.79
0
.74
1
.994 .899 .635
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
Reactio
n1
Pea
rso
n
Cor
rela
tion
-.
1
3
8
-.052 1 .75
0**
.70
1**
.72
8**
.78
5**
.68
9**
.72
3**
.73
5**
.74
7**
.75
0**
.73
4**
.79
4**
.77
8**
.74
1**
.74
1**
.78
6**
.73
8**
.81
0**
.69
9**
.70
1**
.76
0**
.76
4**
.69
8**
-.65
8**
-.73
7**
-.706**
Sig.
(2-
taile
d)
.3
3
8
.719 .00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
Reactio
n2
Pea
rso
n
Cor
rela
tion
-.
0
3
7
.097 .7
50
**
1 .81
8**
.73
8**
.77
6**
.73
4**
.77
8**
.72
9**
.75
1**
.83
2**
.74
9**
.74
1**
.74
9**
.73
2**
.76
5**
.75
8**
.73
5**
.82
1**
.75
9**
.83
2**
.75
6**
.82
3**
.77
1**
-.69
4**
-.74
7**
-.680**

Sig.
(2-
taile
d)
.7
9
9
.504 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
Reactio
n3
Pea
rso
n
Cor
rela
tion
-.
0
3
9
.036 .7
01
**
.81
8**
1 .80
7**
.81
8**
.75
1**
.76
2**
.82
9**
.78
1**
.83
9**
.76
4**
.79
4**
.83
2**
.80
6**
.82
6**
.81
4**
.81
1**
.83
7**
.82
4**
.82
5**
.79
8**
.78
2**
.80
8**
-.74
2**
-.73
2**
-.664**
Sig.
(2-
taile
d)
.7
8
8
.803 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
Reactio
n4
Pea
rso
n
Cor
rela
tion
-.
0
2
8
.031 .7
28
**
.73
8**
.80
7**
1 .80
9**
.82
8**
.80
5**
.89
8**
.79
3**
.83
0**
.81
8**
.78
9**
.78
5**
.84
6**
.79
1**
.81
6**
.85
5**
.86
4**
.89
5**
.85
7**
.84
5**
.85
1**
.84
0**
-.76
6**
-.78
8**
-.664**
Sig.
(2-
taile
d)
.8
4
6
.830 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
Reactio
n5
Pea
rso
n
.0
0
.126 .7
85
.77
6**
.81
8**
.80
9**
1 .79
5**
.77
8**
.80
1**
.85
2**
.79
1**
.82
9**
.83
0**
.81
0**
.80
4**
.81
5**
.84
4**
.78
0**
.83
5**
.77
4**
.81
8**
.83
1**
.83
8**
.78
5**
-.69
4**
-.70
5**
-.746**

Cor
rela
tion
7 **
Sig.
(2-
taile
d)
.9
5
9
.383 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
Reactio
n6
Pea
rso
n
Cor
rela
tion
.0
1
5
.067 .6
89
**
.73
4**
.75
1**
.82
8**
.79
5**
1 .76
0**
.85
0**
.78
1**
.84
8**
.79
6**
.83
4**
.76
4**
.78
9**
.73
3**
.82
0**
.77
8**
.82
7**
.82
1**
.84
8**
.78
3**
.79
4**
.81
6**
-.77
6**
-.69
6**
-.728**
Sig.
(2-
taile
d)
.9
1
7
.643 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
Learni
ng 1
Pea
rso
n
Cor
rela
tion
-.
1
3
7
.106 .7
23
**
.77
8**
.76
2**
.80
5**
.77
8**
.76
0**
1 .77
8**
.73
2**
.83
3**
.75
5**
.84
0**
.83
1**
.81
3**
.80
9**
.81
1**
.83
1**
.81
7**
.82
5**
.78
5**
.80
4**
.81
7**
.82
7**
-.70
8**
-.79
0**
-.654**
Sig.
(2-
taile
d)
.3
4
3
.465 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50

0
Learni
ng 2
Pea
rso
n
Cor
rela
tion
-.
0
7
8
-.019 .7
35
**
.72
9**
.82
9**
.89
8**
.80
1**
.85
0**
.77
8**
1 .78
4**
.81
1**
.81
0**
.79
5**
.80
6**
.83
9**
.79
6**
.79
4**
.86
2**
.81
4**
.81
5**
.87
7**
.79
6**
.81
6**
.82
0**
-.79
5**
-.75
5**
-.652**
Sig.
(2-
taile
d)
.5
9
1
.894 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
Learni
ng 3
Pea
rso
n
Cor
rela
tion
-.
0
6
6
.045 .7
47
**
.75
1**
.78
1**
.79
3**
.85
2**
.78
1**
.73
2**
.78
4**
1 .79
9**
.81
3**
.82
7**
.79
9**
.71
3**
.76
4**
.80
0**
.77
8**
.80
7**
.77
4**
.83
0**
.86
7**
.80
0**
.79
6**
-.68
4**
-.61
6**
-.661**
Sig.
(2-
taile
d)
.6
4
8
.758 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
Learni
ng 4
Pea
rso
n
Cor
rela
tion
-.
1
3
7
.092 .7
50
**
.83
2**
.83
9**
.83
0**
.79
1**
.84
8**
.83
3**
.81
1**
.79
9**
1 .79
4**
.82
5**
.82
0**
.83
3**
.78
9**
.85
1**
.84
2**
.87
1**
.84
1**
.84
5**
.84
4**
.82
6**
.88
3**
-.80
3**
-.80
2**
-.693**
Sig.
(2-
.3
4
.527 .0 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .000 .000 .000

taile
d)
1 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
behavio
r 1
Pea
rso
n
Cor
rela
tion
.0
0
8
.033 .7
34
**
.74
9**
.76
4**
.81
8**
.82
9**
.79
6**
.75
5**
.81
0**
.81
3**
.79
4**
1 .74
2**
.79
6**
.82
1**
.76
5**
.76
4**
.77
7**
.78
6**
.79
0**
.82
4**
.83
0**
.82
7**
.79
1**
-.70
0**
-.70
1**
-.754**
Sig.
(2-
taile
d)
.9
5
7
.821 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
behavio
r 2
Pea
rso
n
Cor
rela
tion
-.
1
3
2
.076 .7
94
**
.74
1**
.79
4**
.78
9**
.83
0**
.83
4**
.84
0**
.79
5**
.82
7**
.82
5**
.74
2**
1 .86
4**
.82
5**
.79
3**
.88
0**
.78
7**
.85
8**
.81
3**
.79
7**
.80
8**
.81
6**
.79
3**
-.76
1**
-.67
8**
-.758**
Sig.
(2-
taile
d)
.3
6
1
.599 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
behavio
r 3
Pea
rso
n
Cor
rela
-.
1
8
2
.037 .7
78
**
.74
9**
.83
2**
.78
5**
.81
0**
.76
4**
.83
1**
.80
6**
.79
9**
.82
0**
.79
6**
.86
4**
1 .80
4**
.80
1**
.82
0**
.79
3**
.84
2**
.79
0**
.79
1**
.82
9**
.80
9**
.81
6**
-.75
6**
-.73
8**
-.751**

tion
Sig.
(2-
taile
d)
.2
0
7
.798 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
behavio
r 4
Pea
rso
n
Cor
rela
tion
-.
0
5
0
-.038 .7
41
**
.73
2**
.80
6**
.84
6**
.80
4**
.78
9**
.81
3**
.83
9**
.71
3**
.83
3**
.82
1**
.82
5**
.80
4**
1 .83
4**
.82
6**
.84
1**
.83
3**
.84
1**
.83
3**
.80
0**
.84
0**
.83
2**
-.77
1**
-.76
8**
-.713**
Sig.
(2-
taile
d)
.7
3
1
.796 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
behavio
r 5
Pea
rso
n
Cor
rela
tion
-.
0
9
9
.000 .7
41
**
.76
5**
.82
6**
.79
1**
.81
5**
.73
3**
.80
9**
.79
6**
.76
4**
.78
9**
.76
5**
.79
3**
.80
1**
.83
4**
1 .81
2**
.78
7**
.78
6**
.84
7**
.78
9**
.79
6**
.83
8**
.79
8**
-.71
3**
-.78
8**
-.640**
Sig.
(2-
taile
d)
.4
9
5
1.000 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
behavio Pea -. .065 .7 .75 .81 .81 .84 .82 .81 .79 .80 .85 .76 .88 .82 .82 .81 1 .81 .82 .82 .82 .81 .81 .86 -.77 -.73 -.779**

r 6 rso
n
Cor
rela
tion
0
9
2
86
**
8** 4** 6** 4** 0** 1** 4** 0** 1** 4** 0** 0** 6** 2** 9** 8** 9** 4** 0** 6** 0** 6** 5**
Sig.
(2-
taile
d)
.5
2
5
.655 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
behavio
r 7
Pea
rso
n
Cor
rela
tion
-.
0
5
2
.020 .7
38
**
.73
5**
.81
1**
.85
5**
.78
0**
.77
8**
.83
1**
.86
2**
.77
8**
.84
2**
.77
7**
.78
7**
.79
3**
.84
1**
.78
7**
.81
9**
1 .81
2**
.81
7**
.88
4**
.77
6**
.79
0**
.82
7**
-.74
7**
-.80
3**
-.656**
Sig.
(2-
taile
d)
.7
2
0
.892 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
behavio
r 8
Pea
rso
n
Cor
rela
tion
.0
0
0
.028 .8
10
**
.82
1**
.83
7**
.86
4**
.83
5**
.82
7**
.81
7**
.81
4**
.80
7**
.87
1**
.78
6**
.85
8**
.84
2**
.83
3**
.78
6**
.82
8**
.81
2**
1 .80
7**
.84
5**
.84
7**
.83
8**
.81
3**
-.80
5**
-.82
3**
-.682**

Sig.
(2-
taile
d)
1.
0
0
0
.846 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
behavio
r 9
Pea
rso
n
Cor
rela
tion
-.
0
5
3
.076 .6
99
**
.75
9**
.82
4**
.89
5**
.77
4**
.82
1**
.82
5**
.81
5**
.77
4**
.84
1**
.79
0**
.81
3**
.79
0**
.84
1**
.84
7**
.82
9**
.81
7**
.80
7**
1 .81
3**
.82
1**
.84
7**
.82
4**
-.68
6**
-.77
4**
-.673**
Sig.
(2-
taile
d)
.7
1
6
.600 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
behavio
r 10
Pea
rso
n
Cor
rela
tion
.0
1
4
.051 .7
01
**
.83
2**
.82
5**
.85
7**
.81
8**
.84
8**
.78
5**
.87
7**
.83
0**
.84
5**
.82
4**
.79
7**
.79
1**
.83
3**
.78
9**
.82
4**
.88
4**
.84
5**
.81
3**
1 .77
5**
.82
6**
.81
8**
-.76
7**
-.76
3**
-.693**
Sig.
(2-
taile
d)
.9
2
5
.727 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
behavio
r 11
Pea
rso
n
-.
1
9
.023 .7
60
.75
6**
.79
8**
.84
5**
.83
1**
.78
3**
.80
4**
.79
6**
.86
7**
.84
4**
.83
0**
.80
8**
.82
9**
.80
0**
.79
6**
.81
0**
.77
6**
.84
7**
.82
1**
.77
5**
1 .80
7**
.84
4**
-.71
0**
-.72
8**
-.683**

Cor
rela
tion
9 **
Sig.
(2-
taile
d)
.1
6
7
.874 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
behavio
r 12
Pea
rso
n
Cor
rela
tion
.0
0
0
.039 .7
64
**
.82
3**
.78
2**
.85
1**
.83
8**
.79
4**
.81
7**
.81
6**
.80
0**
.82
6**
.82
7**
.81
6**
.80
9**
.84
0**
.83
8**
.81
6**
.79
0**
.83
8**
.84
7**
.82
6**
.80
7**
1 .87
8**
-.74
2**
-.73
4**
-.721**
Sig.
(2-
taile
d)
1.
0
0
0
.790 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
behavio
r 13
Pea
rso
n
Cor
rela
tion
-.
1
5
3
.048 .6
98
**
.77
1**
.80
8**
.84
0**
.78
5**
.81
6**
.82
7**
.82
0**
.79
6**
.88
3**
.79
1**
.79
3**
.81
6**
.83
2**
.79
8**
.86
0**
.82
7**
.81
3**
.82
4**
.81
8**
.84
4**
.87
8**
1 -.78
5**
-.71
6**
-.668**
Sig.
(2-
taile
d)
.2
9
0
.741 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000 .000
N 5 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50

0
Satisfac
tion
level
Pea
rso
n
Cor
rela
tion
.1
2
5
-.001 -.6
58
**
-.69
4**
-.74
2**
-.76
6**
-.69
4**
-.77
6**
-.7
08*
*
-.7
95*
*
-.6
84*
*
-.8
03*
*
-.7
00*
*
-.7
61*
*
-.7
56*
*
-.7
71*
*
-.7
13*
*
-.7
76*
*
-.7
47*
*
-.8
05*
*
-.6
86*
*
-.7
67*
*
-.7
10*
*
-.7
42*
*
-.7
85*
*
1 .614** .607**
Sig.
(2-
taile
d)
.3
8
8
.994 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
compre
hensive
coverag
e
Pea
rso
n
Cor
rela
tion
.0
1
0
.018 -.7
37
**
-.74
7**
-.73
2**
-.78
8**
-.70
5**
-.69
6**
-.7
90*
*
-.7
55*
*
-.6
16*
*
-.8
02*
*
-.7
01*
*
-.6
78*
*
-.7
38*
*
-.7
68*
*
-.7
88*
*
-.7
35*
*
-.8
03*
*
-.8
23*
*
-.7
74*
*
-.7
63*
*
-.7
28*
*
-.7
34*
*
-.7
16*
*
.61
4**
1 .551**
Sig.
(2-
taile
d)
.9
4
3
.899 .0
00
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.00
0
.000 .000
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
Compr
ehensiv
eness of
trainin
g
Pea
rso
n
Cor
rela
tion
.0
9
8
.069 -.7
06
**
-.68
0**
-.66
4**
-.66
4**
-.74
6**
-.72
8**
-.6
54*
*
-.6
52*
*
-.6
61*
*
-.6
93*
*
-.7
54*
*
-.7
58*
*
-.7
51*
*
-.7
13*
*
-.6
40*
*
-.7
79*
*
-.6
56*
*
-.6
82*
*
-.6
73*
*
-.6
93*
*
-.6
83*
*
-.7
21*
*
-.6
68*
*
.60
7**
.551** 1
Sig.
(2-
.4
9
.635 .0 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .000 .000

taile
d)
7 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
N 5
0
50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
**.
Cor
relat
ion
is
signi
fica
nt at
the
0.01
level
(2-
taile
d).

73DISSERTATION
Analysis
The above table shows the correlation of the variables at a significance level of at 0.01
and it can be clearly seen that there is highly degree of correlation between effectiveness of
organizational goals and the leadership development programs. The findings have been very
clear that the management in National Health Services will have to change policies at their
management level if they want to make their goals more effective than before.

74DISSERTATION
Chapter 5 – Triangulation
5.0 Introduction
Carter et al. (2014) stated that triangulation refers to the things through which the
significance of one thing can be determined by from the other selected procedures. Turner et al.
(2017) furthermore depicts that using more than one method for gathering same set of data is
also known as triangulation. In terms of this research study, the term triangulation means that
how the chosen research strategies and methods is helpful in addressing the chosen research
objectives and questions. This chapter explains the effectiveness of the theories that is gathered
from the literature review and the data collected and analysis of the questions for addressing the
research questions and also validates the chosen research types to explain the same.
5.1 Research Validity
The research comprised of four research objectives that is to identify the impact of good
leadership on organizational goals in National Health Services (NHS), to find out the various
issues in leadership in order to identify possible solutions in the selected organization, evaluating
the different elements of leadership affecting the organizational goals in NHS and lastly,
recommending suitable strategies for improving the leadership in NHS.
The literature review of the research also highlights the importance of leadership in
developing organizational goals. It has been identified that instead of being just an influence
process, leaders performs as the managers of meaning and thus it is important for them to
highlight all the necessary things for the organization and set different goals through which the
organizational objectives can be obtained.

75DISSERTATION
The literature review of the research study also identifies the elements of the leadership
and also highlights different forms of leadership style that are transactional, transformational and
laissez-faire leadership style. Through laissez-faire leadership style it is found that a leader
should possess the nature to understand the work what their subordinates are doing. Thus, this
will highlight the impact of good leadership through which the leaders can make decisions son
what goals can be formatted that best defines their working ability and helps them to obtain the
organizational goals with more effectiveness. On the other hand, the other two leadership styles
helps in identifying the motivation needs of the employees like rewards and incentives and
gaining of more trust which helps to address the first research objective.
It is also found that the SMART model is considered as the most effective factor for
developing the organizational goals. These goals will also help the managers to develop goals
that is attainable and within a specific period of time and can be measured precisely. The
literature review also addresses the condition of the past and present leadership development
procedures that helps in highlighting the required materials and procedure for providing effective
training to the present employee of the NHS. These elements are cross-checked by the answers
that are given by the managers in the interview process. Thus, the literature review that is
developed is also valid and helps in addressing the research questions.
There are two hypothesis selected for the research study. The first hypothesis highlights
that leadership has a role in effective organizational goals; whereas, the second hypothesis is that
leadership development program plays an effective role in making organizational goals. Since
the hypothesis is developed at first prior gathering any data collection from research respondents.
Thus, the method of deductive research purpose justifies the research process. This is because no

76DISSERTATION
new theories have been generated and the literature review and the data collection from the
respondents are used to answer the research objectives by validating or rejecting the hypothesis.
In order to highlight the relationship between the two researches variables in the research
study that is the leadership development program and goals making, SPSS statistical tool has
been adopted. This method also allows in finding the co-relation of each of the research
questions and the regression shows the relation between. This process will help in accepting or
rejecting the hypothesis formulated for the research study. Particularly for this research, both the
research hypothesis is accepted. Moreover, the reason for selecting SPSS tool is because it
allows multiple regressions at once and hence this process is valid and suitable for the research
study.
The questionnaire that is formulated in this research highlights details about NHS
Graduate Management Training Scheme and some of its crucial elements like efficient in
addressing organizational objectives, develops good leadership skills, growth of the employees,
facilitating employees to attain organizational objectives. These questions are answered by the
employees of the NHS and the remaining questions like leadership succession plan of the NHS,
support of the system-level action plan idea, effective communication through the program and
advancement of the employee careers and increasing engagement of the employee in the
organization. Thus, both closed ended and open-ended question has been developed in order to
make apply both quantitative and qualitative analysis methods. Thus, both the method used is
valid and effective in addressing the research objectives.

77DISSERTATION
5.2 Limitations of Research
The first imitation of the research study is the small sample size. Only 55 respondents
have been selected for the research out of which 50 are the employees of the NHS; while, the
research of the 5 are the managers of the same organization. The smaller size though helps in
generating more detailed and in-depth analysis of their response but the perception of all the
NHS employees of leadership development program is not attained through this research study.
Another limitation of this research study is that it is based on a single industry that is
Medicare and health industry. This research thus shows whether or not a good leadership
development program impacts the organizational goals of the National Health Services. This
research does no highlight the effectiveness of development of organizational goals on any other
industry or other hospitals and medical centre that is not present under NHS. Moreover, the
organization that is selected is only for United Kingdom and nor for other nations or states. Thus,
the in terms of demographics, the research study has limitation.

78DISSERTATION
Chapter 6- Conclusion and Recommendations
6.1 Conclusion
Objective 1: To identify the impact of goods leadership on organizational goals in National
Health Services
The literature review shows that a good leader understand what their subordinates are
doing and also understands their situation by having in-depth knowledge of the working process.
Moreover, leaders should also identify the factors through which these employees can be
motivated and can outperform. It is also found from the literature review that these leaders
should also gain trust with the employees and thus have to develop effective interpersonal
relationship.
Objective 2: To investigate the various issues in leadership in order to identify possible
solutions in NHS
Through the data analysis, it has been found that the employees of the NHS do not use
the Graduate Management Training Scheme frequently as a result they lack the knowledge they
require to perform more effectively. Moreover, it has been also found that NHS Graduate
Management Training Scheme is not effective enough to address their organizational goals and
total of 37 out of 50 employees stated shows a negative perception on their training program.
Another issue that is highlighted in their program the training program that is provided in the
NHS does not supports the growth of the employees and total of 39 research respondents out of
50 agrees with this fact. The respondents also stated that the training program adopted in the

79DISSERTATION
NHS is not at all effective and this is agreed by 20 of the total respondents; while, additional 23
of the respondents gives a neutral perspective.
Objective 3: To evaluate the different elements of leadership affecting the organizational goals
in NHS
The literature review highlighted that these are the most important element of the
leadership is the approach that is possessed by the leader. The three leadership approaches that
are highlighted in this research study are transactional, transformational and laissez-faire. The
transactional leadership style highlight that leaders prefers rewarding the subordinate, who are
outperforming and also highlight the different competency of some employee in front of others
so that they can also get the motivation to achieve goals with more effectiveness. Transformation
leadership style believes in gaining more trust, respect and admiration and this will enhances the
commitment and organizational performance of the employees. Lastly, the Laissez- faire style of
leadership highlights the sense of responsibility that a leader should possess. This sense will help
the employees that their managers are also interested in their working approach and they will on
the other hand develop to share their concern with their managers or leaders.
6.2 Recommendations
Objective 4: To recommend the suitable strategies for improving the leadership in NHS
7.2.1 Training from experienced practitioner
All the employees should have to remind about the organizational goals for which they
have to align their competency so that they all can achieve the objectives set by the organization.
This process will help the trainees or the employees to perform better. Moreover, NHS should
also ask for established medical trainer to give training so that they can give them proper

80DISSERTATION
knowledge on improve medical system. These leaders can also encourage the employees more
and also provide them the opportunity to implement their preferred thoughts. Many experts also
stated that it is better to consider employees demands prior conducting any training program. It is
recommended to follow employee’s concern so that they can show their interest to attend the
program once they see that their concern and suggestion has been followed by the organization.
6.2.2 Increase the training hours
It is important to make the training activities compulsory for all the employees and they
have to attend it for a particular interval of time. It is has been noted that in some organization
due to loss of pay, many employees do not prefer to attend the training programs. Another reason
is that these training programs are held after the working hour, which furthermore decreases the
chance for the employees to attend the training programs. Thus NHS should develop training
session that is paid and within the working hour. This will increase the chances of the employees
to attend the training program.
6.2.3 Interactive training programs
The more interesting is the training program, the more will be the employee enjoys the
training session. Thus, the leadership development training program that the NHS should
implement should comprise with group work, quizzes and different assessments through which
two-way communication medium can be developed. Computer based training session can also be
conducted. This will help the NHS to give training to those employees, who are not present in
the hospital campus or in the training centre.

81DISSERTATION
6.2.4 Provide leadership opportunity
NHS should also give for chance of all the trainees to perform as a leader. The trainer can
also develop some situations through which their competencies can be judged. This will help all
the candidates to showcase their talent. The managers should also conduct several assessments
through which they can highlight their progress and offer challenging job roles and
responsibilities along with financial rewards.
6.2.5 Training in communication
A leader should also have to communicate with their team members or subordinate more
effectively. These leaders should also have knowledge about emotional intelligences so that they
can identify the emotions and concern of the employees. These employees should also give
training in conveying their message to the subordinates through both verbal and non-verbal
training procedures.
6.3 Future Research
This research is based on both quantitative and qualitative research techniques. However,
the sample size taken in this research study is smalls and thus in future this research can be
conducted on a larger sample size so that the role of the leadership development programme can
be well identified on the entire organization. Another limitation that these researches have is the
lack of secondary research. Thus, secondary research should also be incorporate on order to
cross-check the finding through the primary research and quantitative data analysis method. In
addition to that, this research can be conducted on other health care organizations of other
nations other than NHS in United Kingdom or other industry of the same nations. This approach
will highlight the difference of utilization of different type of leadership style that can be attained
through leadership development program.

82DISSERTATION

83DISSERTATION
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