A quasi-experimental study of after-event reviews and leadership development

Published on Jan 1, 2012in Journal of Applied Psychology5.067
· DOI :10.1037/a0028244
D. Scott DeRue24
Estimated H-index: 24
(UM: University of Michigan),
Jennifer D. Nahrgang14
Estimated H-index: 14
(ASU: Arizona State University)
+ 1 AuthorsKristina M. Workman7
Estimated H-index: 7
(UM: University of Michigan)
We examine how structured reflection through after-event reviews (AERs) promotes experience-based leadership development and how people's prior experiences and personality attributes influence the impact of AERs on leadership development. We test our hypotheses in a time-lagged, quasi-experimental study that followed 173 research participants for 9 months and across 4 distinct developmental experiences. Findings indicate that AERs have a positive effect on leadership development, and this effect is accentuated when people are conscientious, open to experience, and emotionally stable and have a rich base of prior developmental experiences.
  • References (109)
  • Citations (77)
📖 Papers frequently viewed together
3,857 Citations
240 Citations
190 Citations
78% of Scinapse members use related papers. After signing in, all features are FREE.
#1D. Scott DeRue (UM: University of Michigan)H-Index: 24
#2Jennifer D. Nahrgang (ASU: Arizona State University)H-Index: 14
Last. Stephen E. Humphrey (PSU: Pennsylvania State University)H-Index: 24
view all 4 authors...
The leadership literature suffers from a lack of theoretical integration (Avolio, 2007, American Psychologist, 62, 25–33). This article addresses that lack of integration by developing an integrative trait-behavioral model of leadership effectiveness and then examining the relative validity of leader traits (gender, intelligence, personality) and behaviors (transformational-transactional, initiating structure-consideration) across 4 leadership effectiveness criteria (leader effectiveness, group ...
543 CitationsSource
#1Pamela Tierney (PSU: Portland State University)H-Index: 10
#2Steven M. Farmer (WSU: Wichita State University)H-Index: 20
Building from an established framework of self-efficacy development, this study provides a longitudinal examination of the development of creative self-efficacy in an ongoing work context. Results show that increases in employee creative role identity and perceived creative expectation from supervisors over a 6-month time period were associated with enhanced sense of employee capacity for creative work. Contrary to what was expected, employees who experienced increased requirements for creativit...
266 CitationsSource
Abstract In this article, I develop a theory explaining how recurring patterns of leading–following interactions produce emergent leader–follower identities, relationships and social structures that enable groups to develop and adapt in dynamic contexts. In describing this emergent leading–following process, I attempt to shift the theoretical focus away from people as leaders or followers, and instead foreground the evolutionary value of a dynamic and fluid leading–following process. By emphasiz...
88 CitationsSource
#1D. Scott DeRue (UM: University of Michigan)H-Index: 24
#2Susan J. Ashford (UM: University of Michigan)H-Index: 39
We propose that a leadership identity is coconstructed in organizations when individuals claim and grant leader and follower identities in their social interactions. Through this claiming-granting process, individuals internalize an identity as leader or follower, and those identities become relationally recognized through reciprocal role adoption and collectively endorsed within the organizational context. We specify the dynamic nature of this process, antecedents to claiming and granting, and ...
409 CitationsSource
#1Morgan W. McCall (SC: University of Southern California)H-Index: 17
To the extent that leadership is learned, it is learned through experience. This article begins with seven conclusions about the role of experience in leadership development, ponders the reasons that what is known is so rarely applied, suggests some ways to put experience at the center of leadership development efforts, and concludes with a series of recommendations for practice and for future research. It turns out that using experience effectively to develop leadership talent 1 is a lot more c...
128 CitationsSource
#1Shmuel Ellis (TAU: Tel Aviv University)H-Index: 17
#2Yoav Ganzach (TAU: Tel Aviv University)H-Index: 25
Last. Gal Sekely (TAU: Tel Aviv University)H-Index: 1
view all 4 authors...
In the current study, we compared the effect of personal and filmed after-event reviews (AERs) on performance, and the role that self-efficacy plays in moderating and mediating the effects of these 2 types of AER on performance. The setting was one in which 49 men and 63 women participated twice in a simulated business decision-making task. In between, participants received a personal AER, watched a filmed AER, or had a break. We found that individuals who participated in an AER, whether persona...
34 CitationsSource
#1Frederick P. Morgeson (MSU: Michigan State University)H-Index: 45
#2D. Scott DeRue (MSU: Michigan State University)H-Index: 24
Last. Elizabeth P. Karam (UM: University of Michigan)H-Index: 4
view all 3 authors...
As the use of teams has increased in organizations, research has begun to focus on the role of leadership in fostering team success. This review sought to summarize this literature and advance research and theory by focusing on leadership processes within a team and describing how team leadership can arise from four distinct sources inside and outside a team. Then, drawing from this inclusive, team-centric view of leadership, the authors describe 15 team leadership functions that help teams sati...
476 CitationsSource
#1Ellen Van VelsorH-Index: 5
#2Cynthia D. McCauleyH-Index: 16
Last. John R. RyanH-Index: 1
view all 4 authors...
Web Contents xi Foreword xv John R. Ryan Preface xvii Acknowledgments xxv The Authors xxvii Introduction: Our View of Leadership Development 1 Cynthia D. McCauley, Ellen Van Velsor, Marian N. Ruderman PART ONE Developing Leaders ONE Leader Development Systems 29 Cynthia D. McCauley, Kim Kanaga, Kim Lafferty TWO Learning from Experience 63 Jeffrey Yip, Meena S. Wilson THREE Feedback-Intensive Programs 97 Sara N. King, Laura C. Santana FOUR Leadership Coaching 125 Candice C. Frankovelgia, Douglas ...
476 Citations
#1Robert E. Ployhart (USC: University of South Carolina)H-Index: 50
#2Robert J. Vandenberg (UGA: University of Georgia)H-Index: 40
The purpose of this article is to present cutting-edge research on issues relating to the theory, design, and analysis of change. Rather than a highly technical review, our goal is to provide management scholars with a relatively nontechnical single source useful for helping them develop and evaluate longitudinal research. Toward that end, we provide readers with “checklists” of issues to consider when theorizing and designing a longitudinal study. We also discuss the trade-offs among analytic s...
539 CitationsSource
#1Bruce J. Avolio (UW: University of Washington)H-Index: 90
#2Rebecca J. Reichard (CGU: Claremont Graduate University)H-Index: 17
Last. Adrian Chan (UW: University of Washington)H-Index: 1
view all 5 authors...
Abstract In this study we set out to conduct a comprehensive quantitative research analysis of literature reporting results on the causal impact of leadership by focusing on examining what we refer to as ‘leadership interventions.’ We defined leadership interventions as those studies where the researcher overtly manipulated leadership as the independent variable through training, assignment, scenario or other means. Our focus included both examining experimental and quasi-experimental as well as...
238 CitationsSource
Cited By77
The main goal of this study was to investigate the effects of managers’ exploration activities on learning orientation, reflection, and unlearning of team members. A questionnaire survey was conducted among 115 employees in 23 teams from a Japanese pharmaceutical company. The results of multi-level analyses suggest that managers’ exploration activities had a direct influence on team members’ learning orientations, which subsequently had a positive influence on their unlearning, with and without ...
1 CitationsSource
#1Jolien Stremersch (UGent: Ghent University)
#2Greet Van Hoye (UGent: Ghent University)H-Index: 18
Based on a self-regulatory approach, we propose that students searching for an internship following a high-quality process will show greater search success. In a sample of 191 Belgian final year students looking for an internship, the quality of students’ search process was positively related to both self-reported and objective search outcomes, beyond the mere intensity of their search. Specifically, reflection related positively to students’ satisfaction and perceived fit with their internship ...
#1Peter A. Heslin (UNSW: University of New South Wales)H-Index: 18
#2Lauren A. Keating (EMLYON Business School)H-Index: 1
Last. Susan J. Ashford (UM: University of Michigan)H-Index: 39
view all 3 authors...
Abstract A sustainable career is one in which individuals enjoy at least a moderate degree of productivity, health, and happiness across their lifespan. To elucidate what people might need to learn to enhance their career sustainability, we depict a wide range of typical career- and home-realm challenges. Being in learning mode is proposed as a self-regulatory meta-competency that shapes self-directed learning regarding how to tackle sustainable career challenges. People are in learning mode whe...
1 CitationsSource
#1Makoto MatsuoH-Index: 6
#2Kohei AraiH-Index: 1
Last. Takami MatsuoH-Index: 1
view all 3 authors...
The purpose of this paper is to investigate the direct and indirect effects of managerial coaching on critical reflection mediated through learning goal orientation.,The authors conducted a questionnaire survey of 169 employees in 53 teams at an IT firm in Japan. The data were examined using multi-level analyses.,Managerial coaching has a direct positive effect on critical reflection, and the relationship is mediated by learning goal orientation.,The characteristics of the sample may limit the g...
#1Zhengguang Liu (BNU: Beijing Normal University)
#2Shruthi Venkatesh (CMC: Claremont McKenna College)
Last. Ronald E. Riggio (CMC: Claremont McKenna College)H-Index: 39
view all 4 authors...
Abstract Previous research has established leader development as an ongoing process across the entire lifespan. Experience, especially on-the-job experience, has been increasingly acknowledged as a needed condition for leader development. From a life span developmental perspective, however, individuals are exposed to a variety of critical experiences across their life course—from preschool, childhood, through adolescence, emerging adulthood, adulthood and well into late adulthood. These time per...
#1Robin Martin (University of Manchester)H-Index: 31
#2David J. Hughes (University of Manchester)H-Index: 9
Last. Geoffrey Thomas (University of Manchester)H-Index: 3
view all 4 authors...
Abstract Although research shows a reliable association between leadership training and positive organizational outcomes, a range of research design issues mean we do not know to what degree the former causes the later. Accordingly, the paper has two main aims. First, to describe the conditions necessary to determine causality in leadership training research and the ability of different research designs to achieve this. Six important, but often ignored, issues associated with determining causali...
#1Bernd VogelH-Index: 10
Last. Matej ČerneH-Index: 13
view all 4 authors...
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, docume...
#1Michaéla C. Schippers (EUR: Erasmus University Rotterdam)H-Index: 17
#2Dominique Morisano (U of T: University of Toronto)H-Index: 9
Last. Elisabeth M de Jong (EUR: Erasmus University Rotterdam)H-Index: 5
view all 6 authors...
Abstract Academic underachievement is a problem for both our education system and general society. Setting personal goals has the potential to impact academic performance, as many students realize through reflection that studying is a path towards realizing important life goals. Consequently, the potential impact of a brief (4-6 hours), written, and staged personal goal-setting intervention on undergraduate academic performance (earned European Credit Transfer and Accumulation System credits) wa...
1 CitationsSource
#1Qi Song (SWUFE: Southwestern University of Finance and Economics)H-Index: 1
#2Yi Wang (SWUFE: Southwestern University of Finance and Economics)H-Index: 1
Last. Jiang HuH-Index: 1
view all 5 authors...
Abstract How does the usage of social media in the workplace affect team and employee performance? To address this cutting edge and up-to-date research question, we ran a quasinatural field experiment, collecting data of two matched-sample groups within a large financial service firm in China. We find that work-oriented social media (DingTalk) and socialization-oriented social media (WeChat) are complementary resources that generate synergies to improve team and employee performance. The instrum...
1 CitationsSource