1. Organization Professional Field culture resources mission roles responsibilities structure funding standards Individual Development technical leadership standards of conduct skills competencies protocols certifications Figure 1. Visual Representation of individual development as a system with systems

2. Leadership Development Continuum Life Long learning Figure 2 Breaking Open the Leadership Development Continuum Professional and Personal Experiences Organizational Culture Organizational Established definitions and expectations of Leadership Competencies, Skills and knowledge Leadership experience Formal training programs Internal/external Formal training programs Internal/external Personal Knowledge Management Abilities and skills to synthesis, adapt and transfer into active leadership Availability and Use of Resources Educational programs Internal/external Developmental assignments Feedback Coaching, Mentoring, Assessment instruments, Performance Appraisal Feedback Coaching, Mentoring, Assessment instruments, Performance Appraisal Functional and Technical knowledge and skills Informal learning opportunities Personal Expectations and Goals Professional Expectations and Goals Longevity of Career Developmental Projects

3. Iterative Learning Design Framework (Bannan, 2007) Figure 3. Iterative Learning Design Framework (ILDF) Cyclic process

4. ChallengesTargetProposed InterventionTechnology Feature(s)Outcomes/Observations Self awareness enhances readiness to learn and generates inquiry (Merriam, Caffarella &Baumgartner 2007) (Jarvis 1987) (Knowles, 1980) (Karpaik 2000) Personal and professional benchmarking Meaningful understanding of truth from their professional and personal experiences (Boun et al. 1985) Write their professional autobiography to date. Write it as a narrative Write it as a letter Interview themselves (written, transcribe, digital or audio) Write as a chapter Programs: Word processing software Word, Page, etc. Resources/Features: Web based collaborative and interactive platform Guides Templates Sample questions Links to resources (literature and videos) Personal Folder with research and work (storage for book components) Tutorial(s) How to frame/outline their Leadership Development Book Tutorial(s) How to create an Ebook Outcome: Creating the foundation and framing the story to build on to gain awareness of where they have come from and where they are and were they think they want to go. Observations: Review of their collection and organization their history, experiences and thoughts for future use Task analysis of their process regarding the use of technology. Discussion on their thinking and strategies Discuss technology features, integration, and resources Engaging in critical reflection enhance leadership problem solving and decision making (Densten & Gray, 2010) (Dewey, 1910) (Schon, 1983) (Rossiter, 1999) (Michaelson, 2011) (Brady, 1990) Engage in deep learning Reflection in-action (Schon, 1983) Reflective thought (Dewey, 1910) Open-mindedness, reframing problem, multiple perspectives (Densten & Gray, 2010) Idea of Self through the narrative (Rossiter, 1999; Michaelson, 2011; and Brad, 1990 In a journaling process assess where they are and how they know where they are Examine and identify leadership styles and traits in relationship to their own autobiography Review leadership assessment/inventories Examine leadership models Programs: Word processing software Word, Page, etc. Resources/Features: Web based collaborative and interactive platform Sample questions Links to resources (literature, videos, models, etc.) Dialogistic instruments (MBTI, SDI, etc.) Personal Folder with research and work (storage for book components) Tutorial(s) How to frame/outline their Leadership Development Book Tutorial(s) How to integrate resources and models into their Leadership Development Book Outcome: Engaging in deep learning analysis other perspectives on leadership for integration and critical reflection of their own leadership Observations: Review their dialogistic assessment Discussion on their process and perceptions Discuss technology features, integration and resources. Figure 5. Framing and Grounding the Leadership Development Ebook

5. ChallengesTargetProposed InterventionTechnology Feature(s)Outcomes/Observations Wholeheartedness and ownership enhances self reflection and analysis (Loughran 1996) (Dewey, 1910) (Yost et. al., 2000) (Karpaik 2000) (Gusdorf, 1980) (Rossiter, 1999) (Michaelson, 2011) (Brady, 1990) Self reflection and critical review of self Reflection in-action (Schon, 1983) Reflective thought (Dewey, 1910) Open-mindedness, reframing problem, multiple perspectives (Densten & Gray, 2010) Idea of Self through the narrative (Rossiter, 1999; Michaelson, 2011; and Brad, 1990 Create actionable concept plan to develop their skills, competencies, knowledge, and gain leadership experience In a narrative format identify and expound on what their expectations are on leadership and why they are important to them Analysis their expectation of leadership in comparison to there assessment of their autobiographical material and self-assessment of their leadership Establish a personal leadership philosophy Programs: Word processing software Word, Page, etc. Resources/Features: Web based collaborative and interactive platform Links to resources (literature, videos, models, etc.) Personal Folder with research and work (storage for book components) Tutorial(s) How to leverage their Leadership Development Book as an organic resource Outcome: Engage in reflective thought to identify their goals, aspirations and self expectations as a leader and take ownership in developing an actionable plan. Observations: Discussion on their thinking, process, expectations, perceptions and observations Review develop actionable plan Discuss technology features, integration, and resources. Figure 5. Framing and Grounding the Leadership Development Ebook (continued)

6. Iterative Learning Design Framework (Bannan, 2007) Pilot Study for Leadership Development Continuum A study to inquiry into the development of an intervention in the form of a leader development Ebook to enhance individual deep learning, critical reflection, self-awareness, ownership, and life-long learning. The ongoing pilot study goal is to: Gain knowledge to develop a model of leadership professional development based on organizational and cultural perspectives, expectations, and practices of current developmental programs. This includes critical knowledge on the current and potential role of technology in leadership development programs. Gain insights to leverage the knowledge acquired on professional development variations and cultural context to design the next iteration of exploration; individual leaders’ perspectives, expectations, learning processes, learning strategies and use of technology for their own professional development. Gain useful insights for revision my design concept of an intervention (Ebook) for leader development. Pilot Study for Leadership Development Continuum A study to inquiry into the development of an intervention in the form of a leader development Ebook to enhance individual deep learning, critical reflection, self-awareness, ownership, and life-long learning. The ongoing pilot study goal is to: Gain knowledge to develop a model of leadership professional development based on organizational and cultural perspectives, expectations, and practices of current developmental programs. This includes critical knowledge on the current and potential role of technology in leadership development programs. Gain insights to leverage the knowledge acquired on professional development variations and cultural context to design the next iteration of exploration; individual leaders’ perspectives, expectations, learning processes, learning strategies and use of technology for their own professional development. Gain useful insights for revision my design concept of an intervention (Ebook) for leader development. Iterative Learning Design Framework (ILDF) Cyclic process

7. Iterative Learning Design Framework (Bannan, 2007) Iterative Learning Design Framework (ILDF) Cyclic process Pilot Study for Leadership Development Continuum relevant findings Formal leadership development programs (LPDs) are different across agencies Leadership Development Programs need leadership buy-in to be successful. Organizational cultural directly impacts on ability of resources, members, commitment and use of available resources. Leadership development ultimately comes down to the individual desire, commitment, drive, and active engagement. Individual Development Plan (IDP) programs are not designed to create a professional development continuum. They are predominantly design to establish short range goals focused on skills and competencies. Leadership development is high priority among many government agencies are due to attrition, policy changes and laws. Formal leadership development programs are a series of courses frequently limited to competitive selection, long intervals between formal training and education opportunities, and not consistent across agencies. Deep learning and critical reflection are essential to leadership development. Current electronic portfolios and other knowledge management tools are mainly tracking mechanisms of training. Leadership theories, models and best practices have to be customized and adapted to the culture, the individual and situation. Leadership development is not confide to the classroom or formal course-opportunities occur everyday. Young professionals do actively seek to own their development. Technology is a valuable learning multiplier to enable reach out to geographically dispersed organizational elements. Mobile learning is in its infancy in most of the agencies interviews. There is divergence on the implementation of the IDPs and the interaction between the supervisor and employee. Technology usage is very diverse across organizations. All organizations have a customized learning management system. Resource constrain training and challenge developers. Pilot Study for Leadership Development Continuum relevant findings Formal leadership development programs (LPDs) are different across agencies Leadership Development Programs need leadership buy-in to be successful. Organizational cultural directly impacts on ability of resources, members, commitment and use of available resources. Leadership development ultimately comes down to the individual desire, commitment, drive, and active engagement. Individual Development Plan (IDP) programs are not designed to create a professional development continuum. They are predominantly design to establish short range goals focused on skills and competencies. Leadership development is high priority among many government agencies are due to attrition, policy changes and laws. Formal leadership development programs are a series of courses frequently limited to competitive selection, long intervals between formal training and education opportunities, and not consistent across agencies. Deep learning and critical reflection are essential to leadership development. Current electronic portfolios and other knowledge management tools are mainly tracking mechanisms of training. Leadership theories, models and best practices have to be customized and adapted to the culture, the individual and situation. Leadership development is not confide to the classroom or formal course-opportunities occur everyday. Young professionals do actively seek to own their development. Technology is a valuable learning multiplier to enable reach out to geographically dispersed organizational elements. Mobile learning is in its infancy in most of the agencies interviews. There is divergence on the implementation of the IDPs and the interaction between the supervisor and employee. Technology usage is very diverse across organizations. All organizations have a customized learning management system. Resource constrain training and challenge developers.