The influence of higher order cognitive capacities on leader organizational continuance and retention: The mediating role of developmental experiences |
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| Institution: | 1. Consortium of Universities in the Washington DC Area and George Mason University, United States;2. University of Oklahoma, United States;3. U.S. Army Research Institute for the Behavioral and Social Sciences, United States;1. Department of Management, Pamplin College of Business, Virginia Tech, Blacksburg, VA 24061, United States;2. Department of Computer Information Systems & Business Analytics, College of Business, MSC, 0202, James Madison University, Harrisonburg, VA 22807, United States;3. Department of Management and Marketing, College of Arts, Science, Business, & Education, Winston-Salem State University, Winston-Salem, NC 27110, United States;1. Faculty of Business and Economics, Department of Organizational Behavior, University of Lausanne, 1015, Switzerland;2. Laboratory of Behavioral Genetics, Brain Mind Institute, École Polytechnique Fédérale de Lausanne (EPFL), CH-1015 Lausanne, Switzerland;3. Service of Endocrinology, Diabetology and Metabolism, University Hospital and Faculty of Biology and Medicine, University of Lausanne, 1015, Switzerland;1. Research, Innovation, and Product Development, Center for Creative Leadership, USA;2. Department of Psychology, University of Georgia, USA;3. Emerging Markets and Technology, Design Interactive, Inc., USA |
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| Abstract: | The relationship between cognitive capacities and retention or turnover has received scant attention in the extant literature. The few findings that have been reported show mixed to no linear effects of general mental ability on organizational continuance. In this study, we examined the association of more specific higher order cognitive capacities including complex problem solving skills and divergent thinking with officer continuance in the U.S. Army. We also tested the role of developmental experiences as a partial mediator of this relationship. Our sample included 640 officers who completed measures of these skills and of their career experiences in 1992–1993. To this sample, we added years of service from date of commissioning to 2008, as well as data on whether officers experienced particular assignments considered to be challenging and developmental. Our findings support the association of complex problem solving and divergent thinking skills with leader continuance. We also found that this effect is partially mediated by challenging developmental experiences. Thus, we provide stronger evidence than in prior studies for a linear relationship between cognitive abilities and continuance in an organization. |
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