THE IMPACT OF COGNITIVE COMPLEXITY AND SELF-MONITORING ON LEADERSHIP EMERGENCE
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Understanding the individual difference variables that influence why some individuals emerge over others to perform traditional leadership functions provides insight into leadership emergence. Cognitive complexity and self-monitoring are two such variables. Both deal with tailoring communication to be situation-specific. Thus, this study examined the role that cognitive complexity and self-monitoring play in leadership. Participants in student groups completed questionnaires that measured leadership perceptions, cognitive complexity, self-monitoring, and predisposition to verbal behavior. While the results did not indicate a significant relationship among the variables, the findings do lead to an increased understanding of emergent leadership.Keywords:
Cognitive complexity
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This article examines the idea that perceived self‐efficacy is an important variable in understanding achievement behavior. Self‐efficacy refers to personal judgments of one's capability to organize and implement behaviors in specific situations. Students gain information about their level of self‐efficacy from self‐performances, vicarious experiences, verbal persuasion, and physiological indices. In forming efficacy judgments, people take into account factors such as perceived ability, task difficulty, effort expenditure, performance aids, and outcome patterns. Even when students acquire efficacy information from self‐performances, efficacy judgments are not mere reflections of those performances because educational practices differ in the type of information they convey about students' capabilities. Some experimental tests of these ideas are summarized along with their educational implications. The self‐efficacy framework is compared with locus of control, attribution, and self‐worth theories of achievement behavior.
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Why do people get the scores they receive on aptitude and intelligence tests? Why do employees differ in their attainments on the job? It would be convenient if the explanation of performance involved nothing more than the operation of purely intellective ability, and traditional cognitive processes. Unfortunately, there is growing evidence that this type of explanation is often indequate. People also bring to task performance situations distinctive sets of needs, motivations, and dispositions that influence their perceptions of the situations and how they approach them. To the extent that these types of individual differences are related to performance they should be included in research designs and the planning of educational programs. This paper describes a program of research on the relationship of text anxiety to cognitive interference and performance under both neutral and stress-arousing conditions.
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This paper aims to extending the literature about education production function by comparing the determinants of two different dimensions of educational outcomes, academic achievement and non-cognitive skills. For that purpose, we explore the information provided by self-report survey developed for the aim of this research, which allow us to obtain an innovative measure of non-cognitive skills based on questions about universal values such as democracy, tolerance or equality as well as others related to social and emotional skills like motivation or self-control. Using a Bayesian approach, we estimate the potential influence of multiple individual and family variables on both dimensions of educational outcomes. Our results show that, although there are some similarities, it is possible to find some important divergences with regard to some socioeconomic variables that have been traditionally considered as the most influential determinants of academic achievement, which do not seem to have a significant impact on the non-cognitive outcomes or even have the opposite effect.
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In the light of globalization and a growing demand for handling complexity and uncertainty, the ability to think strategically is a vital asset for future managers. However, there is no consensus in the definition of strategic thinking. Nevertheless, many theorists suggest on a relationship between strategic thinking and personal values, though the detailed specifics in this connection is inadequate. The aim of this study is thus to investigate the correlation between strategic thinking and personal values in management students (N = 110) who aspire to become future managers. To examine the correlation, the students’ cognitive abilities are measured through an automated psychometric assessment tool, Cognitive Process Profile (CPP). The students’ personal value systems are measured in a self-assessed psychometric tool, Value Orientations (VO). The results from the correlation analysis between cognitive ability and personal value systems displayed hardly any statistically significant correlations, and the few correlations found were consistently very weak. Therefore, the findings from this study were insufficient in discovering any specific relationship between personal values and strategic-thinking. (Less)
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Purpose The purpose of this paper is to explore whether challenging experiences on development programmes would simulate leadership challenges and therefore stimulate the body’s autonomic nervous system response. The authors also aimed to determine whether increase in autonomic arousal would be related to learning, and/or moderated by personality variables. Design/methodology/approach The research used heart rate (HR) monitors to measure HR continuously over a two-day simulated learning experience. This was used to calculate autonomic arousal which was taken to be the difference between resting HR measured during sleep and HR during critical incidents (CIs) (HR). The authors correlated this with self-reports of learning immediately after, and one month after, the programme to assess the impact of autonomic arousal on perceived learning, as well as with variety of psychometric measures. Findings The research found significant correlations between (HR) during CIs and perceived learning which were not related to personality type. The research also found a significant correlation between (HR) and learning during a control event for individuals with “approach” personalities. Research limitations/implications Whilst a significant result was found, the sample size of 28 was small. The research also did not empirically assess the valence or intensity of the emotions experienced, and used only a self-report measure of learning. Future research should replicate the findings with a larger sample size, attempt to measure these emotional dimensions, as well as obtain perceptions of learning from direct reports and line managers. Practical implications The findings from the research help clarify the mechanisms involved in the effectiveness of experiential learning, and contribute to the understanding of the influence of personality type on perceived learning from experiential methodologies. Such understanding has implications for business schools and learning and development professionals, suggesting that development experiences that challenge leaders are likely to result in learning that is longer lasting. Originality/value The research extends the literature regarding the value of learning through experience, the role of autonomic arousal on learning, and the impact of negative emotions on cognition. The research makes a unique contribution by exploring the impact of experience on arousal and learning in a simulated learning experience and over time, by demonstrating that simulated experiences induce emotional and physiological responses, and that these experiences are associated with increased learning.
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