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Full-Text Articles in Management Sciences and Quantitative Methods
Motivations-Attributes-Skills-Knowledge (Mask) Model As Framework For Leadership Assessment Balanced Scorecards: An Empirical Study, Chris D. Bellamy
Motivations-Attributes-Skills-Knowledge (Mask) Model As Framework For Leadership Assessment Balanced Scorecards: An Empirical Study, Chris D. Bellamy
Dr. Chris D. Bellamy
Over the course of history many leaders have made their mark on society. These leaders have led uprising, movements, and organizations that have left legacy’s in today’s society. Leaders such as Martin Luther King, Adolph Hitler, and Jack Welch have displayed behaviors and leadership competencies which motivated their followers. These leaders demonstrated that leadership success can be achieved by enabling key leaders around them in an attributive environment. In today’s business environment, executives are seeking ways to identify new leaders which are well rounded in terms of their motivations, attributes, skills, knowledge and abilities to manage people. Companies invest in …
Developing Adaptability: A Theory For The Design Of Integrated-Embedded Training Systems, Steve W. J. Kozlowski, Rebecca J. Toney, Morell E. Mullins, Daniel A. Weissbein, Kenneth G. Brown, Bradford S. Bell
Developing Adaptability: A Theory For The Design Of Integrated-Embedded Training Systems, Steve W. J. Kozlowski, Rebecca J. Toney, Morell E. Mullins, Daniel A. Weissbein, Kenneth G. Brown, Bradford S. Bell
Bradford S Bell
[Excerpt] This convergence of forces – environmental, technological, and economic – is driving a reconceptualization of the nature of training systems. Training is shifting from an inefficient, time consuming, and expensive enterprise to one that can be delivered efficiently, as needed, and just-in-time. It is shifting from an off-site single episode to a systematic series of learning experiences that are integrated in the workplace and embedded in work technology. It is shifting from a primary emphasis on retention and reproduction to a broader emphasis that also includes the development of adaptive knowledge and skills (Kozlowski, 1998). Training will not be …
Self-Assessments Of Knowledge: Where Do We Go From Here?, Bradford Bell, Jessica Federman
Self-Assessments Of Knowledge: Where Do We Go From Here?, Bradford Bell, Jessica Federman
Bradford S Bell
[Excerpt] In this paper, we argue that there remain several unanswered questions surrounding self-assessments of knowledge that must be addressed before we can reach a more definitive conclusion on the viability of these measures. The answers to these questions may provide further evidence that self-assessments should not be used as an indicator of learning or they may serve to qualify the conditions under which self-assessments can be used with reasonable confidence. In either case, addressing these issues is critical if work in this area is to influence how researchers and practitioners evaluate trainees’ learning.
Goal Orientation And Ability: Interactive Effects On Self-Efficacy, Performance, And Knowledge, Bradford S. Bell, Steve W.J. Kozlowski
Goal Orientation And Ability: Interactive Effects On Self-Efficacy, Performance, And Knowledge, Bradford S. Bell, Steve W.J. Kozlowski
Bradford S Bell
This study examined the direct relationship of goal orientation – and the interaction of goal orientation and cognitive ability -- with self-efficacy, performance, and knowledge in a learning context. The current paper argues that whether a particular type of goal orientation is adaptive or not adaptive depends on individuals' cognitive ability. Results indicated that the direct associations of learning and performance orientations were consistent with previous research. Learning orientation was positively related to self-efficacy, performance, and knowledge, while performance orientation was negatively related to only one outcome, performance. The interactions between goal orientation and ability also supported several hypotheses. As …