No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
360 Degree feedback and leadership development
... The results of a 360-degree feedback are usually used to map the strengths and weaknesses of the feed backed behavior, but can also be used to make administrative decisions regarding staff remuneration and promotions. However, there is a great deal of controversy as to whether this tool should be used solely for developmental purposes, or whether it can also be used for staff appraisal, which we will discuss in more detail below (Atwater & Waldman, 1998 ...
... The comparison of the evaluation by third parties with the self-evaluation leads the employee to increased self-knowledge, which is necessary in the work environment. Employees who are effective in their work will have a perception of themselves that will largely match the perception that third parties will have of them (Atwater & Waldman, 1998). ...
... Companies that use 360-degree feedback as a tool for employee development promote a culture of continuous improvement that results in improved efficiency. The management and development of employees based on the results of feedback, leads to a more open and communicative business environment; in which employees embrace corporate goals and values (Atwater & Waldman, 1998). ...
The 360-degree feedback, also known as "multifaceted feedback", is a management tool, according to which an employee receives feedback (comments) from peers, subordinates, supervisors and in some cases may include external feedback such as customers, suppliers or other interested parties. It is a process of systematic data collection from many sources regarding the skills, abilities and behavior of employees. In most cases the subject of the feedback is a senior executive. In contrast to the traditional approach, this method collects information from a set of individuals who form a "circle" around the feeder, hence the name of the tool.
... The results of a 360-degree feedback are usually used to map the strengths and weaknesses of the feed backed behavior, but can also be used to make administrative decisions regarding staff remuneration and promotions. However, there is a great deal of controversy as to whether this tool should be used solely for developmental purposes, or whether it can also be used for staff appraisal, which we will discuss in more detail below (Atwater & Waldman, 1998 ...
... The comparison of the evaluation by third parties with the self-evaluation leads the employee to increased self-knowledge, which is necessary in the work environment. Employees who are effective in their work will have a perception of themselves that will largely match the perception that third parties will have of them (Atwater & Waldman, 1998). ...
... Companies that use 360-degree feedback as a tool for employee development promote a culture of continuous improvement that results in improved efficiency. The management and development of employees based on the results of feedback, leads to a more open and communicative business environment; in which employees embrace corporate goals and values (Atwater & Waldman, 1998). ...
The 360-degree feedback, also known as "multifaceted feedback", is a management tool, according to which an employee receives feedback (comments) from peers, subordinates, supervisors and in some cases may include external feedback such as customers, suppliers or other interested parties. It is a process of systematic data collection from many sources regarding the skills, abilities and behavior of employees. In most cases the subject of the feedback is a senior executive. In contrast to the traditional approach, this method collects information from a set of individuals who form a "circle" around the feeder, hence the name of the tool.
... The results of a 360-degree feedback are usually used to map the strengths and weaknesses of the feed backed behavior, but can also be used to make administrative decisions regarding staff remuneration and promotions. However, there is a great deal of controversy as to whether this tool should be used solely for developmental purposes, or whether it can also be used for staff appraisal, which we will discuss in more detail below (Atwater & Waldman, 1998 ...
... The comparison of the evaluation by third parties with the self-evaluation leads the employee to increased self-knowledge, which is necessary in the work environment. Employees who are effective in their work will have a perception of themselves that will largely match the perception that third parties will have of them (Atwater & Waldman, 1998). ...
... Companies that use 360-degree feedback as a tool for employee development promote a culture of continuous improvement that results in improved efficiency. The management and development of employees based on the results of feedback, leads to a more open and communicative business environment; in which employees embrace corporate goals and values (Atwater & Waldman, 1998). ...
... The results of a 360-degree feedback are usually used to map the strengths and weaknesses of the feed backed behavior, but can also be used to make administrative decisions regarding staff remuneration and promotions. However, there is a great deal of controversy as to whether this tool should be used solely for developmental purposes, or whether it can also be used for staff appraisal, which we will discuss in more detail below (Atwater & Waldman, 1998 ...
... The comparison of the evaluation by third parties with the self-evaluation leads the employee to increased self-knowledge, which is necessary in the work environment. Employees who are effective in their work will have a perception of themselves that will largely match the perception that third parties will have of them (Atwater & Waldman, 1998). ...
... Companies that use 360-degree feedback as a tool for employee development promote a culture of continuous improvement that results in improved efficiency. The management and development of employees based on the results of feedback, leads to a more open and communicative business environment; in which employees embrace corporate goals and values (Atwater & Waldman, 1998). ...
... The results of a 360-degree feedback are usually used to map the strengths and weaknesses of the feed backed behavior, but can also be used to make administrative decisions regarding staff remuneration and promotions. However, there is a great deal of controversy as to whether this tool should be used solely for developmental purposes, or whether it can also be used for staff appraisal, which we will discuss in more detail below (Atwater & Waldman, 1998 ...
... The comparison of the evaluation by third parties with the self-evaluation leads the employee to increased self-knowledge, which is necessary in the work environment. Employees who are effective in their work will have a perception of themselves that will largely match the perception that third parties will have of them (Atwater & Waldman, 1998). ...
... Companies that use 360-degree feedback as a tool for employee development promote a culture of continuous improvement that results in improved efficiency. The management and development of employees based on the results of feedback, leads to a more open and communicative business environment; in which employees embrace corporate goals and values (Atwater & Waldman, 1998). ...
The 360-degree feedback, also known as "multifaceted feedback", is a management tool, according to which an employee receives feedback (comments) from peers, subordinates, supervisors and in some cases may include external feedback such as customers, suppliers or other interested parties. It is a process of systematic data collection from many sources regarding the skills, abilities and behavior of employees. In most cases the subject of the feedback is a senior executive. In contrast to the traditional approach, this method collects information from a set of individuals who form a "circle" around the feeder, hence the name of the tool.
... It is known as 360-degree performance evaluation (360-degree PE) if an organization collects the performance feedback using a 360-degree feedback method. Most researcher claimed that 360-degree PE can gives useful results to both organization, individual [2,4] and it had been used by many organizations and its prevalence is increasing [5]. It estimated about 90% of the Fortune 1,000 including McDonnell-Douglas, Allied Signal and Boeing use 360-degree PE to evaluate their employees [6]. ...
... Whereas for M001158, he obtain as twice as lower weighted score on 5 as compare to other colleagues who are third (M001102) and fourth (M000850) lowest rank. Indicating M001158 needs put on effort to work on his 5 . ...
... This paper focuses on the 360-degree psychometric instruments that are common features of LDPs. Again, precise figures are lacking, however at the end of the 20th Century 'perhaps millions' had undergone such assessments (Atwater and Waldman, 1998) and their use amongst Fortune 500 companies was estimated to be 'nearly universal ' (Wareech et al., 1998). The trend has continued in more recent decades such that these tools are 'almost ubiquitous in organizations of every type' (Day et al., 2014: p. 70), even though they entail 'intense, comprehensive scrutiny' (Day, 2001: p. 587). ...
... Scholarly investigations of them are rare (Avolio and Luthans, 2006). Efforts to edit a special edition on their use saw only two papers being published (Atwater and Waldman, 1998). Twelve years later, these instruments remained the least explored topic in leadership research (Avolio et al., 2010), with the field described as 'relatively immature' in Day et al.'s literature review (2014, p. 80). ...
Leadership development is big business, with business schools and private providers offering leadership development programmes claimed to help turn managers into wise, good and able leaders. Leadership development originated in philosophy and, in the Western tradition, dates back at least as far as Socrates. This article asks: how would philosophers qua wisdom-lovers [philo-sophes] respond to contemporary programmes? We use the dramatic licence offered by theatre to imagine Foucault, Butler, Kant, Hume and others participating in a leadership training course. As our play opens, we find them critiquing a 360-degree psychometric assessment instrument they have been asked to complete. Our highly select group argue it solicits docile, servile supplicants to the interests of neoliberal capitalism. They offer an alternative containing key questions putative leaders should explore. The script includes other dramatis personnae and a Chorus (the authors of this paper). Speeches and programme notes provide the necessary bones of an academic paper, such as literature reviews and philosophical contexts. We ask colleagues to join with us in reconnecting leadership development to its philosophical roots in an effort to foster wiser and more ethical leadership.
... Estimates suggest that by the end of the twentieth century the use of 360-degree tools was 'nearly universal' in Fortune 500 companies (Warech et al. 1998). Atwater and Waldman (1998) suggest that 'perhaps millions' have received 360-degree feedback (p. 421). ...
... Such challenges to the scientific utility and veracity of transformational leadership, and thus the MLQ, have not damaged the MLQ's influence upon both theory and practice. Each year many thousands of people are assessed using this or similar 360-degree instruments (Atwater and Waldman 1998;Day et al. 2014;Markham et al. 2015;Warech et al. 1998). Regardless of their conceptual and logical weaknesses these tools have real world effects. ...
The leadership development industry regularly claims to aid in developing effective, ethical leaders, using 360-degree psychometric assessments as key tools for so doing. This paper analyses the effects of such tools on those subjected to and subjectivised by them from a Foucauldian perspective. We argue that instead of encouraging ethical leadership such instruments inculcate practices and belief systems that perpetuate falsehoods, misrepresentations and inequalities. ‘Followers’ are presumed compliant, malleable beings needing leaders to determine what is in their interests. Such techniques pursue productivity and profitability, rather than ethical leadership. We examine the Multifactor Leadership Questionnaire, a widely used 360-degree tool that measures transformational leadership, as an illustrative case study to substantiate these criticisms.
... Feedback comes in from a variety of sources, teacher to student and vice versa, between colleagues and through multi-source feedback (sometimes referred to as 360-degree feedback: peers, subordinates and superiors), a systematic approach. [33] To this end, the recipient's frame of reference, self-awareness assessments, culture and the individual's goals, have a profound influence on how feedback is received, the credibility or influence it has and to the degree it affects self-esteem. [30,33] And, it is often not a shared reality. ...
... [33] To this end, the recipient's frame of reference, self-awareness assessments, culture and the individual's goals, have a profound influence on how feedback is received, the credibility or influence it has and to the degree it affects self-esteem. [30,33] And, it is often not a shared reality. [30,34,35] Intrinsic to each of us is self-preservation, whether generated by physical or emotional status. ...
Interprofessional education in preparation for the skills to execute teams and teamwork through interprofessional collaboration has been publicized and mandated by several professional associations through accreditation standards. The prerequisite is emphasized by the National Academy of Medicine (formerly the Institute of Medicine) as a mantra for successful healthcare outcomes. In response, the Interprofessional Education Collaborative (known as IPEC) published core competencies in 2011 with an update in 2016. While these statements are not each independently expressed in measurable terms, they stand as a compendium to guide interprofessional collaboration. To date, the literature does not reflect a comprehensive approach to explicating or interpreting these to be embraced more readily. Further, the literature to enlighten student education outstrips the literature to illuminate faculty education, though we acknowledge the work of the National Center for Interprofessional Practice and Education to inspire faculty education through a variety of platforms. Though the IPEC publications represent seminal work in the US, built on earlier work from the UK and others, its translation for faculty education applying a straight-forward, orderly, and methodical approach has not been done. Our attempt was to take one of the four (“4”) IPEC core competencies, Core Competency 3: Interprofessional Communication, and describe its underpinnings in a systematic way as another tool for faculty education. It may open the door to further expound on each competency statement to employ IPEC competencies within a healthcare community that includes students, faculty and post graduate professionals.
... Self-other agreement has often been used as a proxy for self-awareness (Berson and Sosik, 2007), which is usually seen as supportive of leadership effectiveness (Bass and Avolio, 1990;Fleenor et al., 2010;Day et al., 2014). As such, leadership development typically involves closing the gap between the leader's selfperception and what others think of the leader through 360 surveys and coaching (Atwater and Waldman, 1998;Bass and Avolio, 1990;Day et al., 2014). Atwater and Yammarino (1997) proposed that self-other ratings can essentially be seen along agreement and disagreement lines, translating into four basic categories: overestimation and underestimation (disagreement line), and high/in-agreement and poor/ in-agreement (agreement line). ...
... Also, achieving high self-other agreement might not be strictly necessary for servant leadership development and one should not see that as a necessary condition for self-awareness. It is rather the interpretation of these results by the leaders given their context and objective performance (Atwater and Waldman, 1998), with the support of a coaching relationship that will matter. ...
Purpose
The purpose of this paper is to provide a new interpretation of underestimation for the particular case of servant leadership, contending the ideas that underestimation is caused by lack of self-awareness or low self-esteem, and that self-other agreement is a necessary condition for self-awareness. Additional reflections are provided on the development of servant leadership in organizations.
Design/methodology/approach
A revision of the self-other agreement literature was done, with a focus on underestimation. The theoretical foundations of servant leadership were analysed. The main hypothesis was derived, including a set of supporting propositions. An empirical study was conducted based on a polynomial regression and 3D surface analysis, including 36 managers and 160 followers.
Findings
Underestimation was the strongest predictor of servant leadership effectiveness in generating psychological empowerment amongst followers. The theoretical revision provides arguments to support the claim that servant leaders underestimate themselves because of their humility and valuing of others.
Practical implications
With the increasing adoption of servant leadership, this study supports the need to develop specific processes for detecting, assessing, and developing servant leaders in organizations. Additional care is necessary on the interpretation of self-other ratings through 360-degree instruments in light of the leadership model being considered.
Originality/value
It is the first empirical study within the self-other leadership agreement that incorporates servant leadership. It provides an alternative explanation of underestimation for servant leaders. The paper also provides a reflection on the practical implications of underestimation for developing servant leadership in organizations.
... The use of 360-degree surveys or multisource feedback has shown promise as an effective tool for initiating growth and development of interpersonal skills and leadership acumen [8][9][10]. Research on 360-degree feedback of managers has consistently shown that others' ratings of managers predict their team performance; the staff is more satisfied with their manager and their job when perceptions of the manager match the manager's self-perceptions, and more successful managers are less likely to inflate their self-ratings of leadership and performance [8]. ...
... Another positive impact of 360-degree feedback is the encouragement of developmental goal-setting and impression management which are essential aspects of leadership development [9]. However, it should be noted that this improvement is heavily dependent on the presence of post-feedback support through leadership development activities (e.g., educational programs, coaching, etc.). ...
Background:
The current research evaluated the potential utility of a 360-degree survey feedback program for measuring leadership quality in potential committee leaders of a professional medical association (PMA). Emotional intelligence as measured by the extent to which self-other agreement existed in the 360-degree survey ratings was explored as a key predictor of leadership quality in the potential leaders.
Study design:
A non-experimental correlational survey design was implemented to assess the variation in leadership quality scores across the sample of potential leaders. A total of 63 of 86 (76%) of those invited to participate did so. All potential leaders received feedback from PMA Leadership, PMA Colleagues, and PMA Staff and were asked to complete self-ratings regarding their behavior.
Results:
Analyses of variance revealed a consistent pattern of results as Under-Estimators and Accurate Estimators-Favorable were rated significantly higher than Over-Estimators in several leadership behaviors.
Conclusions:
Emotional intelligence as conceptualized in this study was positively related to overall performance ratings of potential leaders. The ever-increasing roles and potential responsibilities for PMAs suggest that these organizations should consider multisource performance reviews as these potential future PMA executives rise through their organizations to assume leadership positions with profound potential impact on healthcare. The current findings support the notion that potential leaders who demonstrated a humble pattern or an accurate pattern of self-rating scored significantly higher in their leadership, teamwork, and interpersonal/communication skills than those with an aggrandizing self-rating.
... The need for research concerning the effects of MSF on organizational performance has been noted for more than a decade (Atwater & Waldman, 1998;Smither & Walker, 2001). In fact, as far back as 1998, Atwater and Waldman called for research that addresses whether the use of MSF has any impact on organizational performance, beyond improvements in attitudinal measures such as employee engagement or job satisfaction (see Atwater & Brett, 2006). ...
... First, it is the first study investigating the effect of MSF on organizational performance. Despite calls for research (e.g., Atwater & Waldman, 1998), the relationship between MSF and organizational performance has remained "the most challenging area in need of research" for more than a decade (Atwater & Waldman, 1998, p. 424). Second, the present study unveils a mediating mechanism for the MSF/organizational-performance relationship. ...
We investigated the relationship between organizations' use of multisource feedback (MSF) programs and their financial performance. We proposed a moderated mediation framework in which the employees' ability and knowledge sharing mediate the relationship between MSF and organizational performance and the purpose for which MSF is used moderates the relationship of MSF with employees' ability and knowledge sharing. With a sample of 253 organizations representing 8,879 employees from 2005 to 2007 in South Korea, we found that MSF had a positive effect on organizational financial performance via employees' ability and knowledge sharing. We also found that when MSF was used for dual purpose (both administrative and developmental purposes), the relationship between MSF and knowledge sharing was stronger, and this interaction carried through to organizational financial performance. However, the purpose of MSF did not moderate the relationship between MSF and employees' ability. The theoretical relevance and practical implications of the findings are discussed. (PsycINFO Database Record
... Besides first-line managers', second-line managers' evaluations must also feature in the process. This makes conclusions drawn from the comments of the first-line manager more objective, and prevents negative attitudes towards employees (Atwater & Waldman, 1998). c) Colleagues' evaluation: Colleagues' evaluation is important because colleagues share the same working environment. ...
... In these cases, the suppliers' view is important. They evaluate employees according to their speed and efficacy in their job (Atwater & Waldman, 1998). ...
In an era of economic and technological change, organizations are increasing their efforts to develop their employees by providing them several training opportunities. Due to the need for making employees get the most out of these trainings and using budgets more efficiently, training evaluations have become extremely important. Training evaluation is a systematic process of comparing the level of performance of attendants before and after the training activity and assessing the results of the program by linking the outputs obtained to the targets of the organization. This study discusses the use of 360-degree feedback method for evaluating training performance and suggests that this method may yield more objective and participative results by taking not only the supervisor's but also the other parts' (customers, colleagues, and subordinates) views into consideration. The study was carried out with the cooperation of a private bank during one of their training organizations in which 50 employees from different branches participated. As the 360-degree feedback method requires direct feedback from an employee's subordinates, peers, supervisors, and customers as well as a self-evaluation, participants' supervisors were contacted before the training and requested to state who would take place in this process. For each employee, the contact lists included the first-line manager, the second-line manager, one of the peers, and five direct customers. The review of these parts were received before the training and one month after the training by survey method. A total of 900 surveys were obtained at the end of these two steps. The obtained data were subjected to one-sample t-test and Kolmogorov-Smirnov test using SPSS software. According to the analyses, it was found out that the results of the 360-degree feedback method was positive and, in turn, significant. As a result, the method has been found suitable for evaluating training performance. Although, receiving feedback from many different parts requires relatively more time and effort than conventional ways of training evaluation, the method can be used as a valuable tool in organizations and help employee development.
... better leadership skills), the organization, and the coach (Athanasopoulou & Dopson, 2018). Feedback seems to be another popular theme within the LD literature, especially 360-degree feedback (Atwater & Waldman, 1998), a practice associated with enhanced management competence in corporate environments (Bailey & Fletcher, 2002). Within an MBA context, peer feedback decreased self-ratings of leadership competence three and six months later, an effect that was stronger for women than men, suggesting that women align their self-ratings with peer ratings while men have a tendency to inflate their selfimages (Mayo et al., 2012). ...
Although various reviews about leadership development (LD) have been published in recent years, no one has attempted to systematically review longitudinal LD studies, which is arguably the most appropriate way to study LD (Day, Leadership Quarterly, 22(3), 561–571, 2011). In this way, the focus of the present scoping review is to understand how true longitudinal LD studies have been investigated and what inconsistencies exist, primarily from a methodological perspective. Only business contexts and leadership-associated outcomes are considered. To achieve this, ample searches were performed in five online databases from 1900 to 2021 that returned 1023 articles after the removal of duplicates. Additionally, subject experts were consulted, reference lists of key studies were cross-checked, and handsearch of leading leadership journals was performed. A subsequent and rigorous inclusion process narrowed the sample down to 19 articles. The combined sample contains 2,776 participants (67% male) and 88 waves of data (average of 4.2). Evidence is mapped according to participants, setting, procedures, outcomes, analytical approach, and key findings. Despite many strengths, a lack of context diversity and qualitative designs are noticed. A thematic analysis indicates that LD authors are focused on measuring status, behavioral, and cognitive aspects. Implications for knowledge and future research paths are discussed.
... Thus, we argue that although awareness of potential measurement artifacts (such as bias) is vital, we should also consider how we theoretically expect leadership development to yield change. Specifically, we suggest that the methods for testing response shift map directly to the core changes that leadership development practitioners expect to see in leaders, including greater self-awareness (e.g., 360-degree feedback; Atwater & Waldman, 1998) or learning from experience (McCall et al., 1988). ...
Developing a qualitative approach to evaluating substantive response shift in leadership development.
... For instance, when in the presence of subordinates, leaders with instrumental motives may pay less attention to their interpersonal behaviors. Understanding the reasons for leadership rating discrepancy is critical for gaining a deeper knowledge of leadership, as well as for informing leadership development (Atwater & Waldman, 1998). ...
The relationship between self-monitoring and leadership has been debated. We attempt to resolve this debate through a meta-analysis ( N = 9,029 across 55 samples). Since this is the first meta-analysis that focuses on this relationship, we were able to study both focal constructs at a granular level. As hypothesized, self-monitoring is positively associated with leadership emergence and leadership effectiveness. Whereas self-monitoring is positively related to managerial leadership, its relationship with transactional leadership is non-significant. Contrary to our prediction that self-monitoring is negatively related to authentic leadership and to transformational leadership, we found positive relationships. Importantly, the relationship between self-monitoring and leadership variables is typically non-significant when the latter is measured by subordinate ratings. This casts doubt on the general finding that self-monitoring is positively related to leadership. Also, the relationships significantly differ when self-monitoring was measured by different scales. Implications for theory and practice are discussed.
... The connection between self-awareness and feedback received during 360-degree feedback assessment reflects the results of Atwater and Waldman (1998) who note that 360-feedback has the "obvious goal" of increasing selfawareness. The inclusion of both peer coaching and 360-feedback provided a strong mechanism by which participants were able to gain the self-knowledge necessary for self-awareness to occur. ...
Leadership development is a top priority for many organizations and a critical driver of success. This qualitative case study research examined ways participation in a cohort‐based LDP contributed to HiPo employee's leadership development for the purpose of talent management, including an examination of which programmatic components help promote participant growth. This study illustrates the importance of, and methods to support, better leadership development outcomes for HiPos to improve talent management efforts. This research utilized a method for qualitative analysis and was conducted using a constant comparative method, requiring new findings and interpretations be compared with those previously found during analysis. Data included end‐of‐program graduate evaluations, semi‐structured interviews, and manager evaluation surveys. Findings support the importance of 360‐feedback and peer coaching as part of HiPo employee development. Each of these simultaneously improves self‐awareness, human capital, networking, and participant well‐being; the resulting model provides an illustration of the relationships found.
... The use of a 360-degree feedback proved to be an effective method for initiating growth and development of leadership acumen. 31,32 Some authors argue that leadership effectiveness may improve by 60% in programs that rely on 360-degree feedback and coaching. 32 However, this improvement is dependent on the presence of post-feedback support through leadership development activities. ...
Purpose
To analyze self and 360-evaluation scores of the professionalism intelligence model domains within an academic Otolaryngology-Head and Neck Surgery Department.
Methods
A leadership course was introduced within the Department of Head and Neck Surgery & Communication Sciences at Duke University Medical Center. A 360 evaluation assessing domains of the professional intelligence model was recorded for all participants. Participant demographics included gender (male vs female), generation group (generation Y vs older generations) and physician status of participants (physician vs non-physician). Differences in mean self-scores were modeled using linear regression. When analyzing the evaluator scores, gaps were defined as self-score minus evaluator-score for each member of a participant’s evaluator groupings (supervisor, peer, and direct report). Two types of linear mixed models were fit with a random intercept to account for the correlated gaps in the same participant.
Results
Scores of 50 participants and 394 evaluators were analyzed. The average age was 40.6 (standard deviation 9.3) years, and 50% (N=25) of participants were females. Physicians accounted for 36% (N=18) of the cohort, and 61% (N=11) of physicians were residents. Physicians scored themselves lower than non-physicians when assessing leadership intelligence, interpersonal relations, empathy, and focused thinking. On average, participants under-rated themselves compared to their evaluators with direct reports giving higher scores than managers and peers. When compared with generation Y, older generations tended to rate themselves lower than their peers and managers in cognitive intelligence. No significant association was observed between gender and any scores.
Conclusion
Participants rate themselves lower on average than their evaluators. This work is important in understanding how perceived leadership qualities are assessed and developed within an academic surgical department. Finally, the results presented could serve as a model to address the gap between self- and other-perceptions of defined leadership virtues in future leadership development activities.
... Findings from adult learning research, for example, point to the types of professional development that are effective in terms of leader development (e.g., Dimmock, 2012;Dunst, Trivette, & Hamby, 2010;Ely et al., 2010). The adult learning methods and strategies identified by experts for leadership development include authentic learning experiences (Baron, 2016;Hezlett, 2016;McCall, 2004), coaching and mentoring (Ely et al., 2010;Risley & Cooper, 2011), performance feedback (Atwater & Waldman, 1998;Pinnington, 2011), and opportunities for reflection with mentors, coaches, or peers (Jacobsen & Anderson, 2017;Pinnington, 2011). Taken together, these adult learning practices are the key features of competency enhancing professional development practices (Brittain & Bernotavicz, 2014). ...
The meta-analysis described in this paper evaluated the relationships between 11 types of leadership practices and 7 organizational, teaming, leader, and employee outcomes. A main focus of analysis was whether the leadership practices were differentially related to the study outcomes. Studies were eligible for inclusion if the correlations between leadership subscale measures (rather than global measures of leadership) and outcomes of interest were reported. The random effects weighted average correlations between the independent and dependent measures were used as the sizes of effects for evaluating the influences of the leadership practices on the outcome measures. One hundred and twelve studies met the inclusion criteria and included 39,433 participants. The studies were conducted in 31 countries in different kinds of programs, organizations, companies, and businesses. Ninety-six percent of the practice-outcome effect sizes were statistically significant where approximately half of the relationships were moderated by organizational types (for-profit, not-for-profit, education, healthcare, government, etc.). Results indicated that the 11 types of leadership practices were differentially related to the study outcomes even in the presence of considerable between study heterogeneity. Implications for leadership development are described.
... Feedback can be an effective LD tool (Atwater and Waldman, 1998;Day, 2000;Seifert and Yukl, 2010;van Rensburg and Prideaux, 2006) as it can increase self-awareness (Barney and Hansen, 1994) and self-efficacy (Gist and Mitchell, 1992). Also the learning transfer from other LD initiatives can be improved with feedback (Kluger & DeNisi, 1996;Smith-Jentsch et al., 2001). ...
Leadership development (LD) is a crucial success factor for startups to increase their human capital, survival rate, and overall performance. However, only a minority of young ventures actively engage in LD, and research rather focuses on large corporations and SMEs, which do not share the typical startup characteristics such as a rather young workforce, flat hierarchies, resource scarcity, and high time pressure. To overcome this practical and theoretical lack of knowledge, we engange in foresight and explore which leadership development techniques will be most relevant for startups within the next five to ten years. To formulate the most probable scenario, we conduct an international, two-stage Delphi study with 27 projections among industry experts. According to the expert panel, the majority of startups will engage in leadership development over the next decade. Most startups will aim to develop the leadership capabilities of their workforce as a whole and use external support. The most prominent prospective LD measures in startups include experiential learning methods, such as action learning, developmental job assignments, multi-rater feedback, as well as digital experiential learning programs, and developmental relationships such as coaching in digital one-to-one sessions. Self-managed learning will play a more important role than formal training and education measures.
... The term "360-degree feedback" means that feedback comes from multiple sources (e.g., subordinates, peers, superiors, clients, suppliers, other stakeholders) who can assess a leader's behaviour based on their own interactions with the leader (Atwater & Waldman, 1998). These people provide confidential ratings on the degree to which the leader demonstrates the behaviours expected for transformational leaders. ...
This paper examined the innovation process in the Australian Public Service (APS) using a Bayesian network (BN) founded on an empirically derived structural equation model. The focus of the BN was to examine the impact of leadership style and organisational culture on workplace innovation and career satisfaction in the APS. Using scenario analysis, the best combination of managerial actions for enhancing APS career satisfaction was determined. The results emphasise the benefit of encouraging management to adopt a transformational leadership style and instilling innovative culture in their organisation. In addition, innovative culture was a key driver of workplace innovation, which served to improve the career satisfaction of APS employees. Implications are discussed to propose practical strategies for organisations wish to encourage innovation among employees.
... Furthermore, empirical studies have shown that self-esteem is positively correlated with leadership Curr Psychol (Li et al. 2011). Compared with people with low self-esteem, people with high self-esteem tend to seek more feedback from others (Ashford 1986) and adopt more effective stress management skills (Atwater and Waldman 1998). In addition, youth with high self-esteem hold strong self-worth and generally demonstrate higher motivations to assume leader roles. ...
To understand the origins of “the seeds of leadership”, the present study explored the relationship between family socioeconomic status (SES) and youth leadership potential. Specifically, we proposed and tested a path model illustrating the mediating effects of parental rearing behaviors and youth self-esteem on the link between family SES and youth leadership potential. In total, 692 Chinese middle school students (316 male and 376 female) from the seventh to ninth grades (aged approximately 12–15 years old) completed measures of family SES, parental rearing behaviors, youth self-esteem, and youth leadership potential. The results fully supported the proposed serial mediation model. Family SES was indirectly related to youth leadership potential via two kinds of parental rearing behaviors (warmth and rejection) followed by youth self-esteem. The serial mediation model obtained in this study sheds light on the origins of leadership potential and benefits the design of youth leadership interventions. The theoretical and practical implications of the research findings are discussed.
... Building from this perspective, this cluster includes several more recent empirical studies on learning from experience (DeRue & Wellman, 2009;Dragoni, Tesluk, Russel, & Oh, 2009). Other practice-oriented themes also emerged with earlier studies on 360-degree feedback (e.g., Atwater & Waldman, 1998;Maurer, Barbeite, & Mitchell, 2002), leadership skills and competencies (e.g., Hollenbeck, McCall, & Silzer, 2006;Mumford, Marks, Connelly, Zaccaro, & Reiter-Palmon, 2000), and executive coaching (Boyatzis, Smith, & Blaize, 2006;Feldman & Lankau, 2005). Notably, these all show the historic premium LD research has placed on understanding practical LD topics in organizational contexts. ...
The development of leaders and leadership is a formative research area and a considerable industry in practice. Existing reviews are often restricted in scope or by subjective inclusion of topics or documents which limits integrative implications for the leader/ship development (LD) field. We address theoretical and methodological limitations by mapping the LD field with a comprehensive, objective, and integrative review. To do so we employed three bibliometric approaches, historiography, document co-citation, bibliographic coupling, and included 2,390 primary and 78,178 secondary documents. We show patterns in the evolution of the LD field, followed by four central observations about the current state and trends in LD. To shift the science and practice of LD we develop tangible suggestions for future research within the three research directions: (1) Pursuing research within the current framing of LD, (2) Striving for frame-breaking LD research, and (3) How We Can Get There – Transforming LD Research.
... That is to say that it utilizes information from all the people the manager interacts with. Atwater and Waldman (1998) however note that many firms' uses this process for developmental purposes, and only the managers being rated see the feedback. A major advantages of this method is that it provide a non objective measure of a person's performance including the perspective of multiple sources results in a broader view of the employee performance and helps minimize biases that result from limited views of behaviour (Lespinger and Anntoinette, 1997). ...
... All of the evidence and reasoning suggest that self-esteem is likely to facilitate leadership role occupancy. Self-esteem is also apt to promote leader development and advancement, because research has shown that compared to those with low self-esteem, individuals with high levels of selfesteem seek more feedback (Ashford, 1986), which in turn is likely to lead to leader development (Atwater & Waldman, 1998). Moreover, people with high levels of self-esteem also tend to protect themselves from stress and negative feedback; on the contrary, people with low self-esteem are prone to feedback (especially negative feedback): they are concerned with questions like "what am I doing wrong?" and therefore are likely to lower their expectations the next time, missing opportunities to learn (Velsor, Moxley, & Bunker, 2004). ...
... The authors claim that 360 degree feedback and the feedback from various raters are used as synonyms. There are two common uses of the 360 degree feedback implementation -these are development and appraising and performance management purposes (Atwater et al., 2007;Atwater and Waldman, 1998;Ward, 2004;Tyson and Ward, 2004). It has been acknowledged that most multi-source feedback techniques have been used with a development emphasis (Fletcher, 2001). ...
The 360 degree feedback approach has been implemented by many organisations for development or performance evaluation objectives. This paper questions the effectiveness of 360 degree feedback implementations in rating employee performance. This literature review was conducted on 360 degree feedback practice with performance evaluation purposes. The aim of this review was to define and discuss the 360 degree feedback; contrasting the process with the other methods and identifying whether this is a good way of performing appraising or not. The superiority of multi-rater feedback to the traditional methods and the dominance of advantages over disadvantages lead us to conclude that the 360 degree feedback is effective in rating performance.
... In 25.8% it was even never used. This is a serious finding, as performance appraisals that include 360-degree feedback assessments provide target leaders a foundation on which they can set developmental goals (Atwater et al., 1998;Brutus et al., 1999;Yammarino et al., 1997). When no information on the external perception of a self is given to talents, the chance that their development goals are misaligned with real needs increases. ...
This chapter explores the critical role of leadership in nurturing innovation and creativity among faculty and staff in academic institutions. It begins by defining innovation and creativity, underscoring their importance for academic excellence. The chapter examines various leadership styles, including transformational, servant, and distributed leadership, and their effectiveness in fostering an innovative environment. Strategies for leaders to create supportive, resource-rich, and collaborative settings are discussed, alongside methods to overcome barriers to innovation. Through case studies and real-world examples, the chapter provides concrete evidence of successful leadership practices. It concludes with techniques for measuring the impact of leadership on innovation and continuous improvement in academic settings.
Engineers have linked the concepts of feedback and enhanced performance since the time of the industrial revolution, but the term “feedback” was coined only in 1948 by cybernetic theorist Norbert Weiner. In this early work, feedback was a signal which indicated a discrepancy between the goal of a system and its current state (→ Cybernetics). Based on feedback, systems could recalibrate and improve performance. Research on the concept expanded rapidly as managers came to believe that effectively communicated feedback could increase the motivation and performance of individual employees. Given this understanding, researchers worked to understand the psychological mechanisms people used to encode performance signals and adjust their work output. However, by the 1980s, it became obvious that the cybernetic model was only modestly successful in accounting for the complexity of human feedback processes. Further progress would come when researchers addressed such neglected factors as the linguistic qualities of feedback messages, relational and cultural context, interactivity, and the construction of meaning (Cusella 1987; Fairhurst 2001).
A study was performed on the managerial staff and supervisors of a large manufacturing plant (n = 129) to measure individuals’ commitment to the organization’s values. A Behavioral Observation Scale (BOS) measurement instrument was developed by the members of the organization and was administered using a 360 degree valuation process. Results indicated good scale reliability and consistency. A factor analysis of the data yielded 4 distinct factors, which corresponded reasonably well to the underlying organizational values. Implications for future research and for the evaluation of organizational values for practicing managers are discussed.
Startups could foster value proposition innovation by taping the potential of crowdsourcing in hackathons using a 360-degree evaluation approach. Using this approach, the participants can get access to rich feedback of the jury, peers, users, potential clients, and funders. The active participation generates a diverse set of creative ideas (or requirements) about potential software solutions, leading to the product innovation. The results of the pilot study conducted with 62 students of Poland, Spain, and Portugal of bachelor’s degree level indicate that the technique could help startups to boost the commercialization potential of their solutions but there is a need to establish coordination, synchronization, and control during participation.
This study examined the role of the feedback environment and the individual attributes of feedback orientation, self-awareness, and learning agility on leadership-development outcomes after participation in a leadership-development program that had 360-degree feedback as its basis. Participants included 55 leaders who participated in the program and their supervisors who rated their improvement in leader effectiveness and capability 2 months after the program. The feedback environment, self-awareness, and learning agility were associated with improved leader performance. This finding suggests that contextual and individual factors play an important role in the outcomes of a feedback-intensive leader-development program. Focus on these factors should improve the return on the investment of these programs in terms of improved leader performance. Although feedback orientation was not directly associated with perceptions of improved performance, it did interact with the feedback environment in an unexpected way. Those with low feedback orientation had the most improvement under a favorable feedback environment. This suggests that the feedback environment plays a particularly strong role for those who value feedback the least. It is also possible that those who value feedback but do not have the good fortune to work in a favorable feedback environment will still embrace the opportunity to receive feedback in a leader-development program.
Bu araştırma, spor eğitimi kurumlarında öğrenim görmekte olan öğrencilerin benlik saygılarının liderlik davranışlarını yordama gücünü belirlemek amacıyla yapılmıştır. Araştırmanın örneklem grubunu rastgele yöntemle seçilmiş 276 öğrenci oluşturmaktadır. Örneklem gruptan verileri elde etmek için “Benlik Saygısı” ve “Liderlik Davranışları” ölçekleri kullanılmış olup, benlik saygısı ölçeği 10 maddeden liderlik davranışları ölçeği ise 19 madde ve 2 alt boyuttan oluşmaktadır. Normallik analizi sonucunda veriler normal dağılım gösterdiğinden parametrik analizler yapılmıştır. Bağımlı değişkenler arasındaki ilişkinin yönünü ve gücünü belirlemek için “Pearson Korelasyon”, benlik saygının liderlik davranışlarını yordama gücünü belirlemek için ise “Basit Doğrusal Regresyon” analizleri yapılmıştır. Örneklem grubunun cinsiyet değişkeninde her iki ölçekte de anlamlı bir farklılık tespit edilmemiştir. Bölüm değişkeninde benlik saygısı ile liderlik davranışlarının yapıyı kurma boyutunda anlamlı farklılık elde edilmiştir. Sınıf değişkeninde ise, liderlik davranışları ölçeği ve anlayış gösterme boyutunda anlamlı farklılık görülmüştür. Yapılan korelasyon analizi sonucunda benlik saygısı ile liderlik davranışları arasında pozitif yönlü anlamlı bir ilişki olduğu tespit edilmiştir. (r= 0.283; p<0.01). Ayrıca regresyon analizi sonucunda ise anlamlı bir ilişki gözlenmiş (R2 = 0.080), benlik saygısının liderlik davranışlarının anlamlı bir yordayıcısı olduğu görülmüştür(F = 23.807; P < 0.01). Buradan hareketle mesleki yaşamlarında liderlik özelliklerinin önem kazanacağı ortamlarda bulunacak olan spor eğitimi alan öğrencilerin bu özellikleri davranışlarına yansıtabilmeleri için benlik saygılarının yüksek düzeyde olması gerektiği ifade edilebilir.
The study examined the impact of time management on Employee performance in some selected organizations in Edo State. The study precisely evaluated how adherence to time by employees' impact on its performance in selected organizations in Edo State. Two research hypotheses were stated to guide the study, Pearson Product Correlation (PPC) technique was utilized to determine the parameter estimate in the two constructs. The PPC for the adherence to time on employee performance is significant with correlation coefficient (r) value 0.413 and indicates its statistical significance to employee performance. Similarly, the PPC for controlling of distractions to reduce time wastage on employee performance is significant. The correlation coefficient(r) which is the impact of controlling the distraction to reduce time wastage on employee performance is 0.511. The population of the study was 535 with sample of 229 obtained from utilizing Taro Yamane formula. Findings indicates that each of the identified variables are positive and significantly correlated to the dependent variable showing their importance to corporate organization in the selected study area in Edo State. It is therefore recommended to the selected organizations to encourage its employees to make concerted efforts at adherence to time set up by the organization to impact on its performance as well as to ensure the employees makes frantic efforts at controlling distractions to reduce time wastage in the selected organizations in Edo State.
Organizations concur that to succeed in an ever-changing dynamic global economy, they must attract and retain the best talent. They strive to hire and retain talent as a crucial resource for best possible outcomes. Talent being an extremely scarce resource, gaps exists between the various levels in the organization and more predominantly at the higher levels. Even though the economic downturn created a truce between the organizations for talent, new stress is leveraged to hunt talented employees for organizations. The A-list players can work more even for less and special prerogative can be given to hire or retain the best talents who can further mentor their successors. Due to slowdown in the economies, many organizations are off loading their workforce but the layoffs should not be so deep so as to lose the talent just when economy recovers.-
Recurrent crises in corporate governance have board practice and created policy pressure to assess the effectiveness of boards. Since the 1990s boards have faced calls to undertake regular, formal evaluation. Since 2010, the UK Corporate Governance Code has urged large corporations to engage outside parties to conduct them at least every three years, a move that other jurisdictions have copied. Despite this policy importance, little research has been conducted into processes or outcomes of board evaluation. This study explores the attitudes of directors on evaluation, whether self-administered or facilitated by others. We find acceptance of the principle but reservations about the value and even honesty in questionnaire-based approaches. We find scepticism about, but also acknowledgement of, the benefits of using outside facilitators, especially for their objectivity and because their interviewing elicits insights into board dynamics. As this practice expands beyond listed companies to non-listed ones, charities, and even governance branches of government, our findings point to a need to professionalise outside facilitation.
Purpose
Engaged employees are a critical asset in any business. This is largely because engaged employees tend to proffer innovative solutions to complex problems in the workplace. The purpose of this paper is to examine the relationship between engagement and innovation as moderated by the use of 360-degree evaluation.
Design/methodology/approach
A survey targeting employees in Lebanon solicited their perceptions of 360-degree evaluation, engagement and innovative behaviors along with a statement as to whether their firm used 360-degree evaluations or not. Structural equation modeling (SEM) was used to test the moderating effect of 360-degree evaluations on the latent variables of engagement and three facets of innovation.
Findings
SEM results show that 360-degree evaluations serve to enhance engaged employees’ innovative work behavior. However, ideation (creation and implementation) behaviors are more strongly influenced by the presence of 360-degree evaluation as compared to their “tangible” counterpart (technology and financial resource use).
Research limitations/implications
Respondents selected for this research were randomly sampled employees in Lebanon. A stronger study strategy would be to study paired departments within organizations – one implementing 360-degree evaluation and another not implementing it.
Practical implications
Managers, seeking to engender and strengthen innovative behaviors in engaged employees, should utilize 360-degree evaluation processes. Furthermore, the 360-degree evaluations should be designed to probe both tangible (technology and financial resource use) and intangible (idea generation and implementation) facets of innovation.
Originality/value
This study yields a deeper understanding of the relationship between engagement and innovative behaviors in the workplace along with managerial insights into the design and use of 360-degree evaluation.
The article presents a viewpoint for conducting corporate training programmes aimed
at soft skills, using comprehension of the Emotional Intelligence concept. The
purpose of the article is, by disclosing some of the flaws and failures of such
programmes, to offer new solutions directed towards overcoming automatic defence
mechanisms; a coping technique that reduces anxiety which hinders personal
development by making individuals unwilling to learn and act outside their usual
comfort zone of behaviours.
Objective:
To investigate whether agreement and disagreement between teams and their managers on safety climate relates to their health and work performance.
Methods:
Questionnaire ratings of 47 managers and 211 employees on safety climate and self-rated health, stress, work ability, and work performance were analyzed using polynomial regression with response surface analyses.
Results:
Teams' stress was lower when there was agreement between the team and the manager on safety climate, and their work performance was lower when the manager rated safety climate higher than the team did. Managers' health, but not their work performance, was higher for managers who were in agreement with their teams.
Conclusions:
Agreement between managers and teams on safety climate was related to both employee and manager health outcomes. Disagreement (managers' ratings higher than teams') was negatively related to employee work performance.
In reviewing peer-leader feedback within Multi-Source Feedback programs, the group aggregate agreement (GAA) method is contrasted with self-other agreement (SOA). Past research (Markham, Smith, et al., 2014) has demonstrated convergence problems with GAA for groups of peer raters. To evaluate dyadic convergence, we used the Benchmarks data to investigate two derailment factors (Building & Mending Relationships and Interpersonal Problems) for 4607 peers describing 1505 focal respondents. For high-agreement dyads, the rtotal = − 0.66** with 88% of the combined variance and covariance based on dyadic averages converging as whole units. Only 50% of all dyads demonstrated this type of high convergence. For low agreement dyads, the matching correlation (rtotal = − 0.56**) was almost exclusively a function of within-dyad divergence with only 4% stemming from between-dyad sources. Research implications for evaluating SOA under these agreement conditions are highlighted. Practitioner applications for using an entity-based visualization of dyads also are prototyped and discussed.
A liderança universitária é um campo de estudos bastante recente, se comparado ao histórico das pesquisas sobre liderança em geral. A literatura destaca a contradição de que os pesquisadores sobre o tema não estudam a liderança da própria instituição que os abriga. O presente artigo desenvolve uma revisão integrativa das pesquisas nacionais e estrangeiras a respeito de liderança universitária. Segundo a literatura, a gestão das Universidades é marcada pelo conflito entre duas visões contrapostas – o colegialismo e o gerencialismo (managerialism) –, e a liderança é vista como uma forma de se pôr fim a essa contradição. Destacam-se no trabalho as funções dos líderes universitários, assim como nos principais grupos de comportamentos dos líderes e dos liderados. Constatou-se que a produção científica brasileira possui a tendência de abordar a liderança como um papel da gestão universitária. Com base na revisão, verificou-se que as pesquisas em liderança universitária historicamente privilegiam o estudo da liderança distribuída, em vez de adotar abordagens verticais da liderança. Destaca-se, também, a nascente proposta da liderança híbrida. Conclui-se que as possibilidades de pesquisa futura são vastas, destacando-se a necessidade de contribuições teóricas e empíricas para o avanço da proposta da liderança híbrida, bem como a necessidade de pesquisas empíricas que descrevam como a liderança é praticada nas Instituições de Ensino Superior (IES) brasileiras.
Das „Complex Leadership Assessment“ (CLA) ist ein multidimensionales Instrument zur Erfassung von Führungskompetenzen. Der vorliegende Beitrag hat das Ziel, das theoretische Modell und das dazugehörige Assessment-Tool des CLA ausführlich vorzustellen und seine Anwendung als 360-Grad-Feedback-Instrument zu diskutieren. Im Hinblick auf eine effiziente und zeitökonomische Sammlung und Auswertung der Daten wurde dieses als Online-Instrument konzipiert und zudem als ein Microsoft Excel-basiertes Auswertungstool entwickelt. Der Inhalt des Auswertungsberichts und seine Rolle als Ausgangspunkt für die Wahl und Ableitung von individuell angepassten Führungskräfteentwicklungsmaßnahmen werden erläutert und diskutiert. Anschließend werden die Ergebnisse einer ersten Untersuchung zur Validität des Modells und zu den psychometrischen Eigenschaften des Assessment-Tools präsentiert.
Although significant progress has been made in developing leadership theory and understanding the traits, skills, behaviors, and styles that make a good leader, progress in bridging the gap between theory and practice using models of leadership training and development has been slow. This research attempts to answer the question of whether leadership training and development programs in the public sector improve leader and organizational performance. The findings indicate that a combination of coaching, classroom instruction, feedback, and experiential training has a significant impact on leader performance. In addition, organizational effectiveness improves for organizations whose leaders received the intervention. This article enhances our understanding of the impact that training and development can have on leader and organizational outcomes.
This book, written by a leading scholar in leadership, takes readers through a very realistic look at what it takes to develop leadership competencies. Focusing on four major goals, this text: provides the reader with a broader and deeper understanding of what constitutes authentic leadership development; challenges a very basic notion that leaders are born versus made; talks about the elements that comprise leadership development so readers are informed to ask the many providers of leadership development the right questions; and develops full leadership potential. There are numerous case examples used throughout the book: high-tech executives, community leaders, correctional service supervisors, bank managers in Canada, and platoon commanders in Israel. Each example is used as a general basis for discussing how people develop their leadership potential, and as models of training and evaluation. Leadership Development in Balance: MADE/Born is intended for graduate or undergraduate students of leadership, project managers, supervisors, senior executives, school principles, health care officers, or legislators. © 2005 by Lawrence Erlbaum Associates, Inc. All rights reserved.
We describe why human resource management (HRM) decisions are likely to have an important and unique influence on organizational performance. Our hope is that this research forum will help advance research on the link between HRM and organizational performance. We identify key unresolved questions in need of future study and make several suggestions intended to help researchers studying these questions build a more cumulative body of knowledge that will have key implications for both theory and practice.
Sustainable competitive advantage has proved elusive for companies in the 1990s. While making enormous investments in technology, research, and state-of-the-art marketing, many of today's managers continue to ignore the single most important factor in achieving and maintaining competitive success: people. Yet all evidence indicates that the source of competitive advantage is shifting from technology, patents, or strategic position to how a company manages its employees. In this excerpt from his newly published book, Competitive Advantage through People, Jeffrey Pfeffer describes how successful companies have overcome the barriers to change and offers a solid framework—with specific actions—for implementing these changes in any industry.
The field of strategic human resource management (SHRM) has been criticized for lacking a solid theoretical foundation. This article documents that, contrary to this criticism, the SHRM literature draws on three dominant modes of theorizing: universalistic, contingency, and configurational perspectives, Seven key strategic human resource practices are identified and used to develop theoretical arguments consistent with each perspective, The results demonstrate that each perspective can be used to structure theoretical arguments that explain significant levels of variation in financial performance.