Search results
1 – 6 of 6Cristina de-Mello-e-Souza Wildermuth, Elaine Smith-Bright, Sarah Noll-Wilson and Alex Fink
Case in Point (CIP) is an interactive leadership development method pioneered by Ronald Heifetz. CIP instructors follow a fluid class structure, in which group dynamics and…
Abstract
Case in Point (CIP) is an interactive leadership development method pioneered by Ronald Heifetz. CIP instructors follow a fluid class structure, in which group dynamics and student concerns become catalysts for learning. CIP proponents defend the method’s potential to help students experience real life leadership challenges. To date, however, very limited research exists on the effectiveness and risks of the CIP. This case study research explored the risks and rewards of CIP as experienced by a professor and her students in two courses. The first case was a graduate course at a liberal arts college. The second case was an undergraduate course at a large public institution. Results revealed considerable variability in student experiences. Students in the graduate course were divided. While some strongly supported the instructor and the CIP method, others felt alienated and lost. Students in the undergraduate course clearly enjoyed the experience, dealing well with uncertainties and frustrations and forging strong bonds among each other and with the professor. CIP instructors, therefore, may need to manage an uneven environment. Risks include student frustration, increased conflict, and instructor exhaustion. Rewards include helping students experience leadership challenges and creating a close to real life environment. Instructors are urged to consider the ethical implications of CIP and to seek university and peer support.
Cristina de Mello‐e‐Souza Wildermuth and Mel O. Wildermuth
During a typical diversity program, participants are encouraged to recognize, evaluate, and appreciate differences. The purpose of this paper is to explore the rationale for…
Abstract
Purpose
During a typical diversity program, participants are encouraged to recognize, evaluate, and appreciate differences. The purpose of this paper is to explore the rationale for “Conversity®”: an alternative approach to diversity training that is based on connections.
Design/methodology approach
The paper is based on a review of the literature on “traditional” diversity training paradigms, the impact of diversity on the brain, and basic social psychology concepts such as categorization and social affiliation. The authors relate literature review findings to their experiences conducting “connections‐based” (“Conversity”) diversity training.
Findings
The human brain is already wired to perceive differences. Further, human beings tend to prefer others who share their group affiliations. Possible consequences of “typical” diversity training programs may include a “backlash” against diversity, an increase in participants' fears, and a reinforcement of inter‐group divisions.
Practical implications
This paper offers practitioners an alternative paradigm for diversity training design including alternative categorization (i.e. emphasis on non‐traditional diversity categories such as personality or team color) and an intentional search for connections between participants.
Originality/value
Historically, diversity training programs have focused on the value of differences rather than on the power of common ground.
Details
Keywords
Cristina de Mello e Souza Wildermuth and Patrick David Pauken
The purpose of this two‐part article is to introduce engagement and review key research on engagement‐related factors.
Abstract
Purpose
The purpose of this two‐part article is to introduce engagement and review key research on engagement‐related factors.
Design/methodology/approach
The author conducted a literature search on employee engagement and pilot interviews with ten professionals.
Findings
Environment, leadership, job, and individual factors are connected to employee engagement. Environmental engagement factors include congruency between organizational and individual values, the quality of the workplace relationships, and work‐life balance. Leadership engagement factors include vision and integrity. Job engagement factors include the meaningfulness of the job, itsw level of challenge, and the amount of control the employee has on the job. Finally, individual factors related to engagement include resilience, locus of control, active coping style, self‐esteem, neuroticism, and extraversion. The author suggests that the connections (or the match) between organizational, leadership, job, and individual characteristics is particularly relevant for engagement.
Research limitations/implications
The article includes a preliminary investigation of engagement. Further research is needed connecting environmental, leadership, job, and individual engagement factors, and confieming the importance of the “match” for engagement.
Practical implications
The implications are that leaders should be educated on engagement, that career development opportunities are particularly important, that performance improvement professional should champion work‐life balance, and that initiatives enhancing workplace relationships are likely useful to increase engagement.
Originality/value
This paper connects research on various engagement factors, making it easier for performance improvement professional to gain an introductory yet holistic view of the topic.
Details
Keywords
Cristina de Mello e Souza Wildermuth and Patrick David Pauken
Part I of this paper addressed the environmental and leadership factors that contribute to employee engagement. Next, the purpose of this paper is to add the job and person to the…
Abstract
Purpose
Part I of this paper addressed the environmental and leadership factors that contribute to employee engagement. Next, the purpose of this paper is to add the job and person to the engagement equation.
Design/methodology/approach
Summarizes the characteristics of engaging jobs. Then, reviews individual personality traits that engaged individuals are more likely to exhibit: hardiness, internal locus of control, active coping style, high self esteem, low neuroticism, and high extraversion. Finally, discusses the importance of a “match” between the employee's preferences and the general work conditions and offers performance improvement implications.
Findings
Engagement is a complex topic and a challenging goal. An engagement‐friendly culture values the diversity of talents employees bring to the table, respects individual needs, and inspires all employees to pursue a common and exciting vision of the future. Logically, engagement will not be impacted by a single training program, regardless of its quality. Enhancing engagement is a long‐term proposition.
Originality/value
Individuals are unlikely to become engaged because someone told them they should. Engagement occurs naturally, when the conditions are right, when the leaders are inspiring, when individuals find the ideal place in which to apply their strengths. If this is true, performance improvement professionals might consider the following interventions: educate the leaders; focus on career development; champion work‐life balance; encourage relationships.
Details