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Developing Socially Intelligent Leaders Through Field Education: An evaluation study of behavioral competency education methods
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ABSTRACT
To date, less than 20 publications describe leadership development programs that demonstrate quantitative influence on team effectiveness or objective improvement in learned leadership competencies. More research is required to seek education strategies able to demonstrate measurable outcomes. This mixed-methods study evaluated the outcomes of an adaption of Social Work’s Field Education pedagogy to develop leadership competencies for front line managers in a healthcare company (N=56). This mixed methods study evaluated a participant survey, two group interviews, related company records and three culture surveys. Linear regression analysis was conducted on voluntary turnover trendlines.
The results of the research survey confirmed front line leaders with adequate conceptual knowledge and high motivation retain an ongoing need for procedural and metacognitive knowledge to consistently deploy EI-SI in their roles. Study survey revealed that participants perceived their personal effectiveness to have improved an average of 3.2 areas post LFE program participation. The most commonly named areas of improvement included meeting daily expectations, operational quality, and managing relationships. Interview trends also revealed perceptions of enhanced organizational effectiveness in direct-report teams following leaders’ participation in the LFE program. Company records during the intervention period confirmed improved report submission compliance and higher cooperation levels in these teams. Linear regression analysis of turnover records revealed a statistically significant drop in voluntary turnover (p = .001) following initiation of the LFE program. Study trends suggest the LFE framework has promise as an effective pedagogy to develop SI behavioral competencies in leaders and effectiveness in their teams. The dissertation concludes with recommendations on how to implement and evaluate an LFE workforce program.
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This article compiles proven strategies for developing employees with leadership potential in culturally diverse organizations for succession planning, leadership development, and curating an organizational culture that supports high potential employees of diverse backgrounds. Includes an examination of the career deceleration of people of color and the social and behavioral science theories that may explain how high potential leaders of color are disproportionately held back.
Original contributions include:
- Establishes a national benchmark for parity of people of color at the executive, management, and direct contributor levels
- Provides evidence that the same practices that decelerate the careers of professionals of color decelerate the success of the organization.
- Outlines the specific biases that decelerate the success of newly promoted leaders of color.
- Synthesizes guiding recommendations for OD practitioners that are developing a diverse management team for director and executive positions.
Tipping points in social convention
Once a population has converged on a consensus, how can a group with a minority viewpoint overturn it? Theoretical models have emphasized tipping points, whereby a sufficiently large minority can change the societal norm. Centola et al. devised a system to study this in controlled experiments. Groups of people who had achieved a consensus about the name of a person shown in a picture were individually exposed to a confederate who promoted a different name. The only incentive was to coordinate. When the number of confederates was roughly 25% of the group, the opinion of the majority could be tipped to that of the minority.
Science , this issue p. 1116
This article was migrated. The article was marked as recommended. Background:The organization and funding of health care delivery are undergoing rapid change. As a result, the need for effective and context relevant educational methods to teach physicians leadership skills is growing. The case-based discussion has been proven to be effective in teaching leadership skills. Therefore, we decided to explore the potential value of its application in leadership training programs for residents.Summary:We performed a qualitative survey to investigate the views of residents and professionals on the use of case-based discussion for leadership skills development during residency training. The Results showed that there were differences in the quality and methods of teaching amongst teachers in different disciplines. More interactive educational strategies were recommended such as case-based discussion and practice-based education during protected teaching slots. Our findings reflected the challenges associated with finding the perfect moment to initiate formal leadership education in postgraduate medical education.Conclusion: The case-based discussion is a potentially helpful method to teach residents leadership skills. In addition, establishing trust between stakeholders in the health system should be a focus of any leadership course. Still, determining the perfect timing to initiate leadership training during residency remains difficult.
There is evidence linking a variety of leadership development practices (LDPs) with individual-level leader outcomes. However, both theoretical and empirical work relating bundles of multiple LDPs and organizational performance is lacking in literature. To address this gap, we proposed and tested a model examining the influence of two LDP bundles on organizational performance with human capital and social capital as mediators. Differentiation LDPs are aimed primarily at building intrapersonal knowledge, skills, and abilities of leaders, while integration LDPs help build their interpersonal knowledge, skills, and abilities. Utilizing a sample of 223 organizations in a growing economy (India), we found that differentiation LDPs were positively associated with human capital, while integration LDPs positively influenced social capital. Further, human capital fully mediated the relationship between differentiation LDP and sales growth. Our study highlights the economic impact of investing in leadership development and the mechanisms underlying the relationship between LDPs and organizational performance.
Purpose
The purpose of this paper is to analyze whether and how employees’ proactive personality is related to work engagement. Drawing on job demands-resources theory, the study proposes that this relationship is moderated by a three-way interaction between proactive personality × transformational leadership × growth mindset.
Design/methodology/approach
The study is based on survey data from 259 employees of an internationally operating high-tech organization in the Netherlands.
Findings
In line with prior studies, support is found for positive significant relationships of proactive personality and transformational leadership with engagement. Additionally, transformational leadership is found to moderate the relationship between proactive personality and work engagement, but only when employees have a growth mindset.
Originality/value
The study advances the literature that investigates the proactive personality-engagement relationship. Specifically, this study is the first to examine a possible three-way interaction that may deepen the insights for how proactive personality, transformational leadership and growth mindset interact in their contribution to work engagement.
Recent estimates suggest that although a majority of funds in organizational training budgets tend to be allocated to leadership training (Ho, 2016; O'Leonard, 2014), only a small minority of organizations believe their leadership training programs are highly effective (Schwartz, Bersin, & Pelster, 2014), calling into question the effectiveness of current leadership development initiatives. To help address this issue, this meta-analysis estimates the extent to which leadership training is effective and identifies the conditions under which these programs are most effective. In doing so, we estimate the effectiveness of leadership training across four criteria (reactions, learning, transfer, and results; Kirkpatrick, 1959) using only employee data and we examine 15 moderators of training design and delivery to determine which elements are associated with the most effective leadership training interventions. Data from 335 independent samples suggest that leadership training is substantially more effective than previously thought, leading to improvements in reactions (δ = .63), learning (δ = .73), transfer (δ = .82), and results (δ = .72), the strength of these effects differs based on various design, delivery, and implementation characteristics. Moderator analyses support the use of needs analysis, feedback, multiple delivery methods (especially practice), spaced training sessions, a location that is on-site, and face-to-face delivery that is not self-administered. Results also suggest that the content of training, attendance policy, and duration influence the effectiveness of the training program. Practical implications for training development and theoretical implications for leadership and training literatures are discussed. (PsycINFO Database Record
This handbook is a comprehensive reference guide for researchers, funding agencies and organizations engaged in survey research. Drawing on research from a world-class team of experts, this collection addresses the challenges facing survey-based data collection today as well as the potential opportunities presented by new approaches to survey research, including in the development of policy. It examines innovations in survey methodology and how survey scholars and practitioners should think about survey data in the context of the explosion of new digital sources of data. The Handbook is divided into four key sections: the challenges faced in conventional survey research; opportunities to expand data collection; methods of linking survey data with external sources; and, improving research transparency and data dissemination, with a focus on data curation, evaluating the usability of survey project websites, and the credibility of survey-based social science.
Chapter 23 of this book is open access under a CC BY 4.0 license at link.springer.com.