Cognitive skills and leadership performance: The nine critical skills

Over the years, a growing body of evidence indicates that certain cognitive skills are a critical determinant of leader performance. In the present effort we show that application of these skills is typically founded in case-based knowledge. Subsequently, we identify nine key skills people in leadership positions employ when working with case-based knowledge to address leadership problems: 1) problem definition, 2) cause/goal analysis, 3) constraint analysis, 4) planning, 5) forecasting, 6) creative thinking, 7) idea evaluation, 8) wisdom, and 9) sensemaking/visioning. Individual and situational contingencies shaping effective application of these thinking skills is discussed. In addition, the implications of findings bearing on leader thinking skills for leader assessment and leader development are considered.     

Development and evaluation of cognitive and metacognitive measures for predicting leadership potential

This article describes the development of an on-line computer-based cognitive and metacognitive skill assessment battery (the MLE) designed for assessment and development of high-level executives. The reliability and validity of the skill measures were calculated on a sample of senior officers at the National Defense University, Industrial College of the Armed Forces. Significant criterion-related validity of the MLE assessment battery was obtained, which confirmed the hypothesis regarding the importance of these skills for solving problems involved in high-level executive leadership. The special importance of metacognitive processing and solution construction skills was confirmed.     

Development of leadership skills: Experience and timing

To develop organizational leaders we need to understand how requisite skills are acquired over the course of people's careers. In this article, a cross-sectional design was used to assess differences in leadership skills across six grade levels of officers in the U.S. Army. Increased levels of knowledge, problem-solving skills, systems skills, and social skills were found at higher grade levels. Certain skills and experiences, however, were found to be particularly important at certain phases of leaders' careers. These findings are used to propose an organization-based model of skill development. Implications of this model for leader development programs are discussed.     

Defining Problems Fast and Slow: The U‐shaped Effect of Problem Definition Time on Project Duration

This study examines how time spent in problem definition affects problem solving in projects such as Six Sigma projects. Our hypotheses are tested using data collected from 1558 Six Sigma projects in a company. The results show evidence of a U‐shaped relationship between the amount of time spent in the Define phase and project duration. This finding suggests that spending too little time on problem definition potentially causes poor problem formulation, which leads to deficient problem solving and lengthens overall project time. On the other hand, too much time spent on problem definition can lead to unneeded delays in project completion due to diminishing returns on problem definition efforts. Furthermore, the optimal balance between spending too little and too much time depends on prior project experience and project complexity. Prior project experience reduced project completion time and weakened the U‐shaped effect. Conversely, complex projects took longer and appeared to show some evidence of a stronger U‐shaped effect; this suggests balancing the time spent in the Define phase was more challenging for complex projects. Our study also underscores the importance of managing project duration, as projects that were completed faster tended to be associated with higher project savings.     

The Interaction Effects Between General Thinking Skills and an Interactive Graphics-Based DSS to Support Problem Structuring*

An interactive graphics-based problem-structuring aid, GISMO, based on concepts from structural modeling and motivated by research in imagery theory and cognitive psychology was incorporated into a decision support system. A laboratory experiment was conducted to investigate the relationships between three individual general thinking skills (GTS) and the effectiveness of the problem-structuring tool. A theoretical model of the roles of GTS and GISMO in problem formulation and a methodology for testing the model are presented. The model posits that the effectiveness of visual problem-structuring aids in formulating or understanding complex problems is influenced by specific cognitive skills (i.e., visual-thinking, verbal, and logical-reasoning skills). The results indicate GISMO use is related to higher levels of problem-structure understanding, regardless of verbal and logical-reasoning skills. Also, the results indicate a strong interaction effect between GISMO use and visual-thinking skill. Subjects classified as high visual thinkers benefited more from the use of GISMO than the low visual-thinking subjects. The results of the experiment lend support for the findings of a previous study of GISMO reported in the literature, and the image theorist view that the ability to create and use visual, mental images is related to better problem-solving performance.     

Enhancing organisational commitment through task significance: the moderating role of openness to experience

Researchers have extensively explored the factors influencing employees’ organisational commitment. However, few studies make an explicit distinction between different commitment types when exploring its determinants, and the scholarly attention to individual differences is also limited. In this paper, we confirm that developing managerial interventions to enhance task significance can be useful to promote organisational commitment, but this relationship is contingent on the commitment type and the employees’ openness to experience. We focus on two forms of organisational commitment: affective and continuance commitment. Our study shows that task significance is a better predictor of affective commitment than continuance commitment. We also find that increasing task significance is particularly good to promote more continuance commitment among employees with low levels of openness to experience. Based on data gathered from a sample of 403 employees working in Spanish firms, we find support for these ideas and develop practical implications.     

Leadership skills for a changing world: Solving complex social problems

Leadership has traditionally been seen as a distinctly interpersonal phenomenon demonstrated in the interactions between leaders and subordinates. The theory of leadership presented in this article proposes that effective leadership behavior fundamentally depends upon the leader's ability to solve the kinds of complex social problems that arise in organizations. The skills that make this type of complex social problem solving possible are discussed. The differential characteristics and career experiences likely to influence the development of these skills also are considered along with the implications of these observations for leadership theory and for the career development of organizational leaders.     

Is It Always Worth Waiting? The Effect of Autonomy‐supportive Teaching on Short‐term and Long‐term Learning Outcomes

Autonomy is known for its positive effects and its use in management practice. Recently an urgent debate has emerged on its drawbacks on individual outcomes. In this study, we investigate and test a model on the effect on individual learning of an autonomy‐supportive teaching style and its interplay with the learner's previous experience and perceived management support. Specifically, while research has emphasized the positive effect of similar contexts, this study focuses on its differential effect on short‐term and long‐term learning outcomes, challenging the traditional view of autonomy. We also explore how job experience and management support can improve the effects of autonomy on individual learning. We test our model by collecting longitudinal data on a sample of 200 individuals participating in a training programme on managerial skills. Our results show that (1) the extent to which teachers were perceived as autonomy‐supportive presents a linear relationship with short‐term learning outcomes (utility reactions) and a positive curvilinear relationship with training transfer in the long term; (2) learner job experience and perceived management support for learning have a positive moderating effect on the linear relationship between autonomy and learning outcomes.     

The Effects of an Interactive Graphics-Based DSS to Support Problem Structuring

Graphical, interactive, problem-structuring tools were devised and incorporated into a DSS. These tools were based on concepts of structural modeling and motivated by propositions and findings in memory theory and imagery theory. A laboratory study was then conducted to investigate the relationship between decision-maker characteristics and use of the problem-structuring aid. The experiment was designed to determine whether use of the tool to assist in problem formulation led to a better understanding of problem structure. A moderately complex management simulation and its companion DSS were used in the experiment. Eighty-four subjects were divided into two groups: a control group that did not use the Graphical Interactive Structural Modeling Option (GISMO), and an experimental group that did. The results showed a statistically significant effect between cognitive ability and use of GISMO. Field independents (i.e., high cognitive ability) effectively combined GISMO use with image processing skills to understand the structure of the problem domain, but field dependents (i.e., low cognitive ability) were ineffective. There was very little difference in problem understanding in field dependents who used the tool and those who did not.     

行为控制对威客持续参与意愿的影响:被调节的中介模型

威客的持续参与意愿是维持众包平台可持续性发展的关键因素。在众包参与过程中,平台实施的控制机制是否会影响持续参与意愿还缺乏系统的理论分析和实证研究。基于感知组织支持理论,本文构建了被调节的中介模型和相关假设,探讨行为控制如何通过归属感的中介作用影响持续参与意愿,以及在不同的程序公平水平下,行为控制通过归属感提升持续参与意愿的机制会有怎样的变化。基于“猪八戒网”搜集的290份样本数据,对模型进行实证检验。结果表明,归属感在行为控制影响持续参与意愿的关系中起部分中介作用;同时,程序公平正向调节上述中介作用,即程序公平越高,归属感在行为控制与持续参与意愿关系间的中介作用越容易实现。研究结果丰富、扩展了已有的众包理论研究,并为众包实践提供了管理启示与指导。     

Leader cognition: Approaches and findings

Although few scholars would dispute the point leaders must think, cognition has not, perhaps, received the attention it warrants in studies of leadership. The intent of the present special issue is to examine how cognition influences leader emergence and performance. In this introductory piece we argue that cognitive skills, often domain specific cognitive skills, strongly influence leader emergence and performance. The conditions that moderate the impact of these skills are also examined along with the ways in which cognitive capacities shape subsequent leader behavior. The implications of cognition for leader development and directions for future research are discussed.     

The Relationship Between the Board of Directors and the Performance/Value Creation in a Context of Privatization: The Case of French Companies

The aim of this paper is to shed light on the cognitive as well as the disciplinary role of one important governance mechanism that is the board of directors in a privatization context. Using a sample of privatized French companies, we examine the relationship between the size, component and structure of this mechanism to the performance and value creation on the post privatization period. Thus, the majority of our findings have support on the theory of cognitive governance, one aspect of governance that was ignored in previous research.     

On the effectiveness of cognitive feedback from an interface agent

The objective of this study was to determine the impact of task information (TI) provided by an interface agent during the idea evaluation and integration step of the problem formulation stage of the problem solving process. The effectiveness assessment was based on solving diagnostic decision problems in the domain of complex industrial machinery. Ten domain experts participated in this study. Decision support was provided by a case-based reasoning system. Findings suggest that TI provided by the interface agent had no effect on the decision maker's performance, nor on the associated cognitive effort. However, a verbal protocol analysis revealed that the ten subjects used the interface agent to verify their decision processes. The results and their implications are discussed with respect to current findings in the area of decision support systems.     

The Emergence of Hypertext and Problem Solving: An Experimental Investigation of Accessing and Using Information from Linear versus Nonlinear Systems*

Past research suggests that problem solving and/or decision behavior can be altered and improved by the changes in the way information is accessed and displayed. Also, researchers have found that the usefulness of different information display formats are contingent on the characteristics of the problem task. This research investigated the impact on problem solving when accessing and using information from linear and nonlinear systems. Also, the research investigated problem-solving performance of linear and nonlinear systems when applied to different combinations of problem tasks. In a laboratory setting, linear and nonlinear systems were developed to conduct this experiment. This experiment used 64 graduate business students in a two-factor repeated-measures design employing a multivariate analysis of variance to analyze the data. Repeated measures were conducted to analyze the experimental group under both linear and nonlinear treatments. The findings from the study support the notion that the nonlinear system resulted in superior problem solving and higher levels of user satisfaction than the linear system. Specifically, the nonlinear system enabled users to make faster and more accurate decisions on perceptual problem tasks than did the linear system. For analytical problem tasks, users performed faster with the nonlinear system; however, there was no significant difference in accuracy. User satisfaction was higher with the nonlinear system under both perceptual and analytical tasks.     

Strengthened 0-1 linear formulation for the daily satellite mission planning

In this paper, we compare several 0-1 linear programs for solving the satellite mission planning problem. We prove that one of them presents a smaller integrality gap. Our explanation is based on stable set polytope formulations for perfect graphs.     

Escalation: The Role of Problem Recognition and Cognitive Bias

Escalation of commitment to a failing course of action is an enduring problem that remains central to the study of managerial behavior. Prior research suggests that escalation behavior results when decision makers choose to ignore negative feedback concerning the viability of a previously chosen course of action. Previous work has also suggested that certain cognitive biases might promote escalation behavior, but there has been little attempt to explore how biases other than framing affect escalation. In this article, we explore the extent to which decision makers actually perceive negative feedback as indicative of a problem and how this influences their decision to escalate. Although problem recognition and cognitive biases have been intensively studied individually, little is known about their effect on escalation behavior. In this research, we construct and test an escalation decision model that incorporates both problem recognition and two cognitive biases: selective perception and illusion of control. Our results revealed a significant inverse relationship between problem recognition and escalation. Furthermore, selective perception and illusion of control were found to significantly affect both problem recognition and escalation. The implications of these findings for research and practice are discussed. To improve problem recognition and reduce the incidence of escalation, practicing managers should implement modern project management practices that can help to identify and highlight potential problems while guarding against these two key cognitive biases that promote the behavior.     

Assessment of leader problem-solving capabilities

We describe the development of and initial psychometric evidence for a set of five constructed response measures designed to assess complex problem-solving skills and knowledge expected to influence leadership. Structured (cued) and unstructured (uncued) problem solving scenarios intended to assess process skills associated with creative problem solving are presented first. Solution construction tasks developed to assess attention to constraints and characteristics in the broader problem context are presented next. Finally, social judgment tasks intended to assess understanding of people and social systems and a task sort to assess knowledge of leadership roles are presented. Preliminary evidence for the reliability and construct validity of these constructed response measures supports their efficacy in assessing skills that underlie effective organizational leadership.     

Die Arbeitsbeziehung im Coaching �C ein Stiefkind der Forschung

This study examines the relevance of the coaching relationship. 30 semi-structured interviews with coaching officers in swiss large-scale enterprises are analyzed in the frame of a qualitative content analysis. The half of the polled experts believes that a good coaching relationship is the crucial impact factor of coaching. One third considers a well-working relationship as an important condition to achieve a successful coaching process. The most mentioned attributes and capacities of a coach in order to contribute to a functioning relationship are the ability to listen, empathy, appreciation, trustability, interest and openness. The discussion explains the relevance of these findings for prospective efforts in the field of coaching research.     

The impact and management of cognitive gap in high performance product development organizations

The close alignment of applied research and development units with manufacturing operational structures can provide excellent opportunities for maintaining robust product pipelines and reducing product development cycle times. Within such an integrated organizational model (IOM), however, lies a potentially disruptive psychological mechanism that can lead to the dissolution of this delicate partnership if it is not handled properly. This mechanism is cognitive gap, which can take several basic forms: first, as differences between the nature and difficulty of the problem at hand and the cognitive resources of the problem solvers tasked with its solution; and second, as differences between the cognitive abilities and approaches of the problem solvers themselves. In this paper, we define and discuss cognitive gap within the context of Kirton's Adaption-Innovation theory, a useful framework for understanding problem solving (and problem solvers) in general. Specific implications (both favourable and potentially destructive) of cognitive gaps for high performance product development organizations are discussed, and suggestions for their effective management are offered.