Integrating Personality Assessment With 360 Feedback in Leadership Development and Coaching

2019 ◽  
pp. 193-212
Author(s):  
Robert B. Kaiser ◽  
Tomas Chamorro-Premuzic
Keyword(s):  
Leadership Development ◽  
Succession Planning ◽  
Personality Assessment ◽  
High Performance ◽  
Self Awareness ◽  
High Stakes ◽  
Leadership Potential ◽  
360 Feedback ◽  
Management Processes ◽  
Development Context

This chapter demonstrates how integrating personality assessment with 360 Feedback can provide a powerful combination for leadership development based on strategic self-awareness. The combination is strategic in that it broadens self-awareness of what one does, and it is powerful in that it deepens self-awareness about why one does it, which can help leaders make lasting changes to better align with the skills, competencies, and values needed for high performance in their jobs and the desires of their organizations. Combining 360 Feedback with personality assessment can also be powerful in selection-oriented talent management processes, from the identification of leadership potential, to succession planning, to hiring decisions. However, these high-stakes applications are distinct from developmental applications and involve a number of different considerations. For the sake of focus and simplicity, the chapter only addresses 360 Feedback in a development context.

The Legal Environment for 360 Feedback

2019 ◽  
pp. 479-502
Author(s):  
John C. Scott ◽  
Justin M. Scott ◽  
Katey E. Foster
Keyword(s):  
Decision Making ◽  
Performance Management ◽  
Succession Planning ◽  
Talent Management ◽  
Legal Framework ◽  
Feedback Process ◽  
Perceived Fairness ◽  
Selection Procedures ◽  
360 Feedback ◽  
Management Processes

Many organizations rely on 360 Feedback to drive their strategic talent agendas. Even when 360 is purposed for development only, organizations are frequently reluctant to limit it to this use. The 360 data represent unique input that informs several talent management processes, from high-potential identification and promotion to performance management and succession planning. When 360 results are extended beyond development only and affect an employee’s status, however, a host of psychometric standards and legal requirements emerge. Highlighted is a series of considerations, beginning with design limitations as a decision-making tool (i.e., assessing performance while supporting development) and including score equivalence (across languages/cultures) and perceived fairness. After providing an overview of the legal framework of human resource decision-making, it is applied to the 360 Feedback process, including disparate impact, adverse impact, validation, and alternative selection procedures. The chapter concludes with recommendations for 360 practices, from design to implementation to use in making talent management decisions.

Moving Beyond “The Great Debate”

2019 ◽  
pp. 149-158
Author(s):  
Jason J. Dahling ◽  
Samantha L. Chau
Keyword(s):  
Performance Management ◽  
Succession Planning ◽  
Future Research ◽  
Self Awareness ◽  
Research And Practice ◽  
360 Feedback ◽  
Great Debate ◽  
And Performance ◽  
Almost All ◽  
Employee Coaching

The contention in this chapter is that the distinction between “administrative” and “developmental” 360 Feedback has become meaningless because it is rarely performed with developmental self-awareness as the only end goal. Almost all 360 systems use the data gathered to inform talent and performance management to some degree. However, these possibilities are likely overlooked when adopting an “either/or” viewpoint on how 360 Feedback can be leveraged in the workplace. First, the historical distinction between administrative and developmental 360 Feedback is reviewed. Highlighted is how this dichotomy has become outdated when thinking about the uses of 360 Feedback. Second, some of the ways that developmentally oriented 360 Feedback is used to strengthen strategic practices in talent management are explored, including individual and team training, employee coaching, succession planning, executive onboarding, and leader development. The chapter ends by using a continuum framework for 360 Feedback in organizations; noted are some future research and practice concerns that are evident from adopting this framework.

Developing leadership potential in graduate students with assessment, self-awareness, reflection and coaching

2018 ◽  
Vol 37 (8) ◽  
pp. 634-651 ◽  
Author(s):  
Eleanor Lawrence ◽  
Maggie W. Dunn ◽  
Suri Weisfeld-Spolter
Keyword(s):  
Leadership Development ◽  
Development Planning ◽  
Self Awareness ◽  
Content Type ◽  
Leadership Potential ◽  
Orientation Course ◽  
Mba Students ◽  
Business Colleges ◽  
Mba Program ◽  
Intentional Leadership

Purpose The purpose of this paper is to present an innovative, research-based approach for stimulating self-awareness, reflection and intentional leadership development and address a call from the academic and business community to educate and prepare graduate students for leadership in contemporary complex workplaces. Building on previous research findings and recommendations, the authors suggest that leadership potential is understood and facilitated through leadership assessment, increased self-awareness and faculty coach-supported reflection and development planning by MBA students. Based on three key constructs in leadership development, a conceptual model depicts the approach to developing potential leaders at this juncture in their professional development. Design/methodology/approach New MBA students completed a leadership potential assessment instrument designed to target areas for focused leadership development throughout their MBA program and beyond. The assessment process is followed by faculty coach-supported reflection and development planning as an assignment during the students’ MBA orientation course. To explore the impact of this innovative approach to accelerating the development of leadership potential, reflection papers from students who completed the process were analyzed. Data analysis consisted of content coding with an inter-rater reliability of 0.99 to classify the responses into four key categories. Survey data were also collected from 504 MBA students who attended an on-campus orientation course to measure students’ increasing understanding and awareness of the value of the leadership development opportunity. Findings Quantitative and qualitative results provide initial support for this approach to developing leadership potential. Results suggest that the integrative model stimulates a process of awareness, reflection and intentional development, and supports the identification and pursuit of goal-directed learning opportunities throughout students’ MBA program. Originality/value Graduate business school students are at a leadership inflection point in their trajectory as leaders. Business colleges play a key role in closing the leadership gap during the development cycle of the students’ MBA program. The innovative approach in this paper, which facilitates self-awareness, reflection and intentional leadership development, offers a model for business colleges exploring how to foster these necessary leadership insights and capabilities.

Authentic leadership development: scrutiny of an apparent paradox

2014 ◽  
Author(s):  
António Calheiros
Keyword(s):  
Leadership Development ◽  
Authentic Leadership ◽  
Organizational Context ◽  
Social Identification ◽  
Self Awareness ◽  
True Self ◽  
Apparent Paradox ◽  
Positive Behaviors ◽  
Individual Self ◽  
Authentic Leadership Development

Leadership has long been a topic of interest for both academics (Hiller, DeChurch, Murase, & Doty, 2011; Sanders & Davey, 2011) and practitioners (Bennis, 2007; George, 2003). Academics have tried to understand the concept and identify its consequences and determinants. Practitioners have focused their efforts in its training and development hoping to reap its promised benefits. Over the last decade, authentic leadership has emerged as the fashionable leadership theory. More than just promising impacts on performance and subordinates’ work satisfaction, authentic leadership addresses management’s long term demand for and ethic and moral commitment (Ghoshal, 2005; Rosenthal et al., 2007). Authentic leadership is “a process that draws from both positive psychological capacities and a highly developed organizational context, which results in both greater self-awareness and self-regulated positive behaviors on the part of leaders and associates, fostering positive self-development” (Luthans and Avolio, 2003). The components of authentic leadership’s self-regulated authentic positive behaviours are balanced (non-prejudice) processing, relational orientation and internalized moral perspetive. One key point of authentic leadership is the authenticity of leaders, which can be defined as “knowing, accepting, and remaining true to one’s self” (Avolio et al., 2004). Recent research (Ford & Harding, 2011) have argued that this demand for one’s true self privileges a collective (organizational) self over an individual self and thereby hampers subjectivity to both leaders and followers, and could lead to destructive dynamics within organizations. This paper discusses the seeming paradox of developing authenticity in leaders, (namely addressing the issues raised by Ford & Harding) and clarifies the aim of authentic leadership development. It also assesses the suitability of traditional leadership development methodologies in meeting the challenges posed by a process-based approach to leadership with a focus on individual and social identification.

Faking Detection Improved: Adopting a Likert Item Response Process Tree Model

2021 ◽  
pp. 109442812110029
Author(s):  
Tianjun Sun ◽  
Bo Zhang ◽  
Mengyang Cao ◽  
Fritz Drasgow
Keyword(s):  
Item Response ◽  
Personality Assessment ◽  
Personnel Selection ◽  
Process Model ◽  
Tree Model ◽  
High Stakes ◽  
New Approach ◽  
Job Applicant ◽  
Favorable Impression ◽  
Tree Modeling

With the increasing popularity of noncognitive inventories in personnel selection, organizations typically wish to be able to tell when a job applicant purposefully manufactures a favorable impression. Past faking research has primarily focused on how to reduce faking via instrument design, warnings, and statistical corrections for faking. This article took a new approach by examining the effects of faking (experimentally manipulated and contextually driven) on response processes. We modified a recently introduced item response theory tree modeling procedure, the three-process model, to identify faking in two studies. Study 1 examined self-reported vocational interest assessment responses using an induced faking experimental design. Study 2 examined self-reported personality assessment responses when some people were in a high-stakes situation (i.e., selection). Across the two studies, individuals instructed or expected to fake were found to engage in more extreme responding. By identifying the underlying differences between fakers and honest respondents, the new approach improves our understanding of faking. Percentage cutoffs based on extreme responding produced a faker classification precision of 85% on average.

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

scholarly journals Concrete Examination of 100-Year-Old Bridge Structure above the Kłodnica River Flowing through the Agglomeration of Upper Silesia in Gliwice: A Case Study

Materials ◽  
2021 ◽  
Vol 14 (4) ◽  
pp. 981
Author(s):  
Barbara Słomka-Słupik ◽  
Jacek Podwórny ◽  
Beata Grynkiewicz-Bylina ◽  
Marek Salamak ◽  
Bibianna Bartoszek ◽  
...  
Keyword(s):  
Inductively Coupled Plasma ◽  
High Performance ◽  
Chloride Content ◽  
Technical Condition ◽  
Inductively Coupled ◽  
Bridge Safety ◽  
Free Chloride ◽  
Management Processes ◽  
Icp Ms ◽  
Plasma Mass Spectrometry

The article analyzes the composition of concrete taken from various elements from a 100-year-old bridge in South Poland, so as to analyze its technical condition. The main methods applied during experimental work were: Designation of pH, free chloride content, salinity, XRD and SEM examinations, as well as metals determination using inductively coupled plasma mass spectrometry (ICP­MS), high-performance liquid chromatography (HPLC)-ICP-MS, and cold-vapor atomic absorption spectroscopy (CV-AAS). The concrete of the bridge was strongly carbonated and decalcified with an extremely high content of chlorides. The pH of the concrete was in a range from 10.5 to 12.0. Acid soluble components were between 9.9% and 17.6%. Typical sulfate corrosion phases of concrete were not detected. Friedels’ salt was found only at the extremity of an arch. The crown block was corroded to the greatest extent. Various heavy metals were absorbed into the concrete, likely from previous centuries, when environmental protection policy was poor. The applied research methodology can be used on bridges exposed to specific external influences. The acquired knowledge can be useful in the management processes of the bridge infrastructure. It can help in making decisions about decommissioning or extending the life cycle of the bridge. This work should also sensitize researchers and decision-makers to the context of “bridge safety”.

Toward a Pedagogy of Self

2009 ◽  
Vol 111 (12) ◽  
pp. 2732-2759
Author(s):  
Craig E. Richards
Keyword(s):  
Leadership Development ◽  
Social Intelligence ◽  
Intervention Program ◽  
Research Question ◽  
Development Program ◽  
Self Awareness ◽  
Teachers College ◽  
Innovative Leadership ◽  
Core Skill ◽  
Journal Entries

Background/Context The literature on emotional and social intelligence, based on the theoretical constructs of several authors, identifies self-awareness as a core skill for leadership development. However, there is very little research or theory on how one might develop a pedagogy of self-awareness for leaders. Purpose/Objective/Research Question/Focus of Study This study describes an innovative leadership development program in self-awareness in the Summer Principals Academy at Teachers College. It describes both the theoretical and practical pedagogy of self-awareness training. What follows is a description of that pedagogy and some preliminary research results based on the journals and feedback of 45 students who completed the program in 2006. Intervention/Program/Practice The intervention consisted of daily 45-minute sessions of training in sensory awareness. The primary modes of training focused on breath, body sensations, listening, and visualizations. The training occurred as part of a five-day-per-week, six-week intensive leadership development master's degree program over two summers. Research Design Participants recorded their thoughts and feelings in semistructured journal entries immediately following the training sessions. At the end of each week, they reviewed their journal notes and wrote a weekly reflection on their experiences with the practice. In addition to the weekly reflections, they wrote three-week, six-week, and summative reflections on their experiences with the practice. These qualitative data were entered into NVivo software, coded, and analyzed for themes. Findings/Results The themes that emerged from the data led to the development of cognitive maps for practitioners that provide heuristics and developmental guides for practice, as well as refinements of the training protocols.

(Dis)Ableing Notions of Authentic Leadership Through the Lens of Critical Disability Theory

2017 ◽  
Vol 19 (4) ◽  
pp. 362-377 ◽  
Author(s):  
Greg Procknow ◽  
Tonette S. Rocco ◽  
Sunny L. Munn
Keyword(s):  
Leadership Development ◽  
Human Resource Development ◽  
Interpersonal Relationships ◽  
Leadership Style ◽  
Authentic Leadership ◽  
Belief Systems ◽  
Self Awareness ◽  
Persons With Disabilities ◽  
Deficit Model ◽  
The Disabled

The Problem Persons with disabilities (PWD) are regarded as “the Other” and are sequestered from “normative” society because of their “Otherness.” “Othering” results in discrimination and the systemic preclusion of PWD. Ableism is the belief that being without a disability, impairment, or chronic illness is the norm. The notion that people without disabilities are the norm and are inherently superior is accepted without critique by those that advocate for authentic leadership. This privileges ableism and furthers the “Othering” of PWD within a leadership style intended to promote self-awareness, beliefs and ethics, and interpersonal relationships. The Solution The disabled experience and differently abled voice must be restored through relationally “being” with others and authentic dialogue. What is needed is a shift from the deficit model of authentic leadership to a social paradigm of authentic leadership, welcoming of bodily and psychic difference. This will better enable both leaders and employees to craft an authentic profile in the workplace. The Stakeholders Leaders and those who seek to become leaders following an authentic leadership approach can benefit from a better understanding of how their ingrained belief systems impact those that they lead who are both “able-bodied” and “disabled.” Human resource development (HRD) practitioners and leadership development practitioners can use this information to deconstruct and reconstruct leadership development opportunities to be inclusive as an authentic leader.

Identifying high potentials early: case study

2018 ◽  
Vol 37 (9/10) ◽  
pp. 684-696 ◽  
Author(s):  
Igor Kotlyar
Keyword(s):  
Leadership Development ◽  
University Students ◽  
Early Stage ◽  
Development Program ◽  
Content Type ◽  
Leadership Potential ◽  
High Potentials ◽  
Early Case ◽  
Leadership Development Program

Purpose Driven by a shortage of leadership capacity, companies are seeking to identify leadership talent earlier. Some companies are introducing programs to identify leadership potential among university students and then hire “high potentials” directly into management designate roles. The purpose of this paper is to explore one such early-stage leadership development program. Currently, little information is available about these initiatives. Design/methodology/approach Case study based on interviews with 18 managers and director of HR and archival employee records. Findings This case study provides a detailed description of an early-stage leadership identification and development program. This program has been developed to identify leadership talent among senior university students prior to hiring and onboarding, provide support, training and development and fast-track them into leadership positions. The study provides insight into the challenges and effectiveness of an early-stage leadership program and offers some practical implications. Originality/value To the author’s knowledge, this is the first study to document a leadership development program that identifies “high potentials” among university students for the purpose of developing them into company leaders.

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