Assessing global leadership competencies: the critical role of assessment centre methodology

The purpose of this conceptual paper is to examine the use of assessment centre (AC) methodology for addressing the ever-increasing demand for effective talent management of global leaders. Research is reviewed on the most commonly used questionnaire tools for assessing global leadership competencies, which lack the AC’s ability to provide behavioural evidence of leadership competency. A literature search is conducted to identify the extent to which scholarly research to date has examined the use of ACs to measure global leadership competencies. Based on the findings from the review of the literature, the authors recommend further exploration of a leadership AC approach as a ‘best practice’ talent management tool for measuring global leadership competencies. A framework is provided for designing ACs to evaluate and provide developmental feedback on the competencies identified as critical for successful leadership performance in an organization’s global environment.     

Searching for Local Solutions: Making Welfare Policy on the Ground in Ontario

Over recent decades welfare dependency has played a powerful role in defining the welfare “problem” and in passing appropriate “solutions.” One result has been the proliferation of short-term, low-cost employment programs and training programs that have emerged as critical sites for challenging and reforming the attitudes and behaviors of welfare recipients. By exploring work-readiness programs in four communities in Ontario, Canada, we provide insight into how these programs relate to the lived realities of those compelled to attend them. The research shows how dependency discourse informs program rules and content, raising expectations about both the benefits and the immediacy of work. This focus risks individualizing blame and ignoring the structural realities of labor markets and the systemic forces that create poverty and unemployment. Although the particular empirical focus is on Ontario, the approaches used and their outcomes resonate with strategies that are evident wherever neoliberalism has made its mark.     

Rituals of Degradation: Administration as Policy in the Ontario Works Programme

After the election of a neo‐liberal provincial government in 1995, Ontario was at the forefront of work‐based welfare reform in Canada. Many of the sweeping reforms carried out under the banner of the “Common Sense Revolution” received widespread coverage: for example, reductions in welfare rates, the introduction of the Ontario Works programme, the adoption of a zero‐tolerance policy for so‐called welfare fraud, and changes to the rules relating to common‐law spousal relationships. However, much less attention has focused upon significant changes to the ways welfare is delivered. This paper critically interrogates a number of key changes to the Service Delivery Model in Ontario. After the passage of federal legislation in 1995, national entitlements to welfare have been terminated, replaced with local responsibility; this decentralization is changing not only the hierarchy of the regulation of poor people, but also the form and function of provision. In particular, there is evidence of the reinvention of administration towards the micro‐regulation of job search and personal behaviour and the deterrence of welfare receipt as applicants and recipients are bureaucratically disentitled. Although administrative practices have historically acted as a secondary barrier to welfare receipt, the paper suggests that the current incarnation of work‐enforcing reforms could be especially significant as the worlds of welfare and work continue to change.     

Education and health in late-life among high school graduates: Cognitive versus psychological aspects of human capital

Just as postsecondary schooling serves as a dividing line between the advantaged and disadvantaged on outcomes like income and marital status, it also serves as a dividing line between the healthy and unhealthy. Why are the better educated healthier? Human capital theory posits that education makes one healthier via cognitive (skill improvements) and noncognitive psychological resources (traits such as conscientiousness and a sense of mastery). I employ the Wisconsin Longitudinal Study (1957-2005) to test the relative strength of measures of cognitive human capital versus noncognitive psychological human capital in explaining the relationship between education and health outcomes among high school graduates. I find little evidence that noncognitive psychological human capital is a significant mediator, but find a relatively significant role for cognitive human capital, as measured by high school academic performance. It is not just higher educational attainment; academic performance is strongly linked to health in later life.     

Welfare to What? After Workfare in Toronto

An employment survey among people in Toronto who left Ontario Works — a classic "work-first" regime — shows clear secondary labour market status. Most interventions typical of work-first programmes did not have a positive effect on job quality: contrary to the "stepping stones" theory that poor initial jobs lead to better jobs, those who changed jobs after leaving assistance experienced poorer job quality. A shift in orientation to "sustainable employment" is required to address the employment needs of those on social assistance. Policy must also address the fact that the social assistance caseload includes a size able group that face significant barriers to employment other than education or skills.     

Socioeconomic position and health: the differential effects of education versus income on the onset versus progression of health problems

This article seeks to elucidate the relationship between socioeconomic position and health by showing how different facets of socioeconomic position (education and income) affect different stages (onset vs. progression) of health problems. The biomedical literature has generally treated socioeconomic position as a unitary construct. Likewise, the social science literature has tended to treat health as a unitary construct. To advance our understanding of the relationship between socioeconomic position and health, and ultimately to foster appropriate policies and practices to improve population health, a more nuanced approach is required--one that differentiates theoretically and empirically among dimensions of both socioeconomic position and health. Using data from the Americans' Changing Lives Study (1986 through 2001/2002), we show that education is more predictive than income of the onset of both functional limitations and chronic conditions, while income is more strongly associated than education with the progression of both.     

Between love and behaviour management: the psychodynamic reflective milieu at the Mulberry Bush School

ABSTRACT

This article presents findings from a qualitative research study of the Mulberry Bush School (MBS), a therapeutic residential primary school caring for children with severe social, emotional and behavioural difficulties. The article notes the challenges of working with children who have experienced traumatic relationship breakdown, and reviews ideas and practices developed at MBS to support the children’s development. There is a discussion of the research study’s methodology and main findings. The researchers argue that the therapeutic milieu at MBS maintains a creative tension between a secure, playful context and one where emotional disorder and disturbance are not suppressed. The study describes how a particular psychodynamic model of reflective practice has been successfully instituted at MBS to create a ‘staff therapeutic milieu’ supporting the group living and group learning through which therapy principally occurs. The article closes with comments on the applicability of this model to residential child care practice generally.     

Vertical axes on the long-term care continuum: a comparison of board and care and assisted living

As the continuum of long-term care has expanded, public funding has not accompanied new care options. I detail access, provider profits and resources, and care quality in two types of residential care that fall in the center of the continuum, assisted living and board and care. These two options provide examples of how limited public funding leads to vertical axes, which represent access to services, the resources providers draw on to give care, and the quality of long-term care services, at each service point on the long-term care continuum.     

Parenting,emotion regulation,and externalizing symptomatology as adolescent antecedents to young adult health risk behaviors

This study used longitudinal data to elucidate how trajectories of negative parenting across adolescence are associated with young adult health risk behaviors (HRBs) by testing difficulties with emotion regulation and externalizing symptomatology as sequential underlying mediators. The sample included 167 adolescents (53% males, M_age = 14 at Time 1 and M_age = 18 at Time 5) who were assessed five times. Adolescents self-reported on negative parenting, emotion regulation, externalizing symptomatology, and engagement in HRBs. Results suggest that increasingly negative parenting across adolescence has adverse consequences for emotion regulation development and in turn, externalizing symptomatology, which confers risk for young adult HRBs. Results offer insights towards mechanisms for prevention and intervention and public health policy aimed at reducing the prevalence and consequences of engagement in HRBs.