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Leadership Performance (leadership + performance)
Selected AbstractsSelf-Engagement Magnifies the Relationship Between Qualitative Overload and Performance in a Training Setting,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 9 2006Thomas W. Britt The present study examined whether personal engagement in a leadership course would predict rated performance for the course, and whether qualitative overload would moderate the relationship. Participants were Army Reserve Officer Training Corps (ROTC) cadets participating in a 5-week long leadership assessment course. Participants completed measures of qualitative overload (the extent to which they felt they lacked the skills and expertise required for effective performance) and the degree to which they were engaged in the course during the 4th week. Results revealed that course engagement was a significant predictor of rated leadership performance, even after controlling for the personality variable of conscientiousness. Course engagement interacted with qualitative overload to predict rated performance, indicating that qualitative overload was a stronger predictor of rated performance for those cadets engaged in the course. Discussion of the results focuses on engagement as a predictor of performance, and how work-related impediments matter more for engaged individuals. [source] Women in a Man's World: Gender Differences in Leadership at the Military AcademyJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 12 2004Matthew J. Morgan This study responds to a deficiency of research on military leadership gender differences in spite of widespread interest in women in the military in policymaking and academic circles of various fields. Although scholarship in the field of women's leadership in recent years has asserted that there are stylistic differences between male and female leaders, there were few major differences in this study of 12 specific areas of leadership rated by 3 types of raters. Of the 36 possible occurrences of a statistically significant gender difference, only 6 manifested themselves in the cadet leader ratings. As a whole, evidence supports minimal gender differences in leadership performance or style in the West Point Class of 1998. [source] A Method of Assessing Leadership EffectivenessPERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2006A. Olu Oyinlade Assessing the effectiveness of a leader is often a difficult exercise for many organizations. This is usually because most assessment procedures are influenced by organizational politics, they are not standard based, and the items on which a leader is assessed are undefined or poorly defined. This study presents the Essential Behavioral Leadership Qualities (EBLQ) approach for assessing leadership effectiveness as an alternative method to commonly used assessment procedures. Among other assumptions, the EBLQ method is built on the assumptions that a leader should be evaluated on clearly defined behavioral qualities and his/her effectiveness rating should be standard based. Hence, the EBLQ method measures the effectiveness of a leader against the essentiality levels of behaviors deemed necessary for effective leadership. Leadership effectiveness is determined for each leadership behavior and for overall leadership performance. The EBLQ method was demonstrated in the assessment of the leadership effectiveness of the principals of schools for students who are blind or visually impaired. [source] EXPLORING RELATIONS BETWEEN TYPICAL AND MAXIMUM PERFORMANCE RATINGS AND THE FIVE FACTOR MODEL OF PERSONALITYPERSONNEL PSYCHOLOGY, Issue 4 2001ROBERT E. PLOYHART The study tests the distinction between typical and maximum criteria with ratings of transformational leadership performance, and examines whether the criterion-related validities of the five factor model differ for the two types of criteria. Using an East Asian military sample (n= 1,259) where multiple ratings of typical and maximum performance were obtained from different sources, we used structural equation modeling to test the typical/maximum performance distinction. Results found that typical and maximum performance are different latent constructs and that this distinction is present even after considering rating method factors (i.e., rater source, time). The importance of this distinction is shown by the fact that validities for the personality constructs were not equally predictive of both criteria: Openness was most predictive of maximum performance, Neuroticism was most predictive of typical performance, and Extroversion was predictive of both. By distinguishing typical from maximum performance constructs, relationships between personality and transformational leadership were found to be stronger than previous research suggested. [source] Presidential IQ, Openness, Intellectual Brilliance, and Leadership: Estimates and Correlations for 42 U.S. Chief ExecutivesPOLITICAL PSYCHOLOGY, Issue 4 2006Dean Keith Simonton Individual differences in intelligence are consistently associated with leader performance, including the assessed performance of presidents of the United States. Given this empirical significance, IQ scores were estimated for all 42 chief executives from George Washington to G. W. Bush. The scores were obtained by applying missing-values estimation methods (expectation-maximization) to published assessments of (a) IQ (Cox, 1926; n = 8), (b) Intellectual Brilliance (Simonton, 1986c; n = 39), and (c) Openness to Experience (Rubenzer & Faschingbauer, 2004; n = 32). The resulting scores were then shown to correlate with evaluations of presidential leadership performance. The implications for George W. Bush and his presidency were then discussed. [source] | ||||||||||