... Login to save citations to My List. Citation. Database: PsycINFO. [Chapter]. Managing diversi... more ... Login to save citations to My List. Citation. Database: PsycINFO. [Chapter]. Managing diversity at the Xerox Corporation: Balanced workforce goals and caucus groups. Diversity in the workplace: Human resources initiatives. Sessa, Valerie I. Jackson, Susan E. (Ed), (1992). ...
Strong leadership is essential for survival in today's competitive business environment. Yet ... more Strong leadership is essential for survival in today's competitive business environment. Yet it has been estimated that from 25 to 75 percent of top executives hired today fail. Such failures can cripple the organization and adversely affect its stakeholders. So how can senior-level positions be filled with leaders who fit the bill? The Center for Creative Leadership has studied executive selection for years. Its researchers have interviewed hundreds of executives, analyzed the decision-making styles of the people who make selections, and studied the latest management and psychological literature on the subject. Executive Selection draws on this research, and on the extensive experience of the authors in working with top-level management, to offer a series of steps that decision makers can follow to make better hiring decisions. After detailing who should be on the selection team, the book shows how this group of people can develop a systematic way to look at the organization, its environment, the open position, and the candidate requirements. The team thereby develops an image of the ideal candidate that can be used throughout the selection process. Next, advice is given on the best way to develop a good candidate pool and how to gather and use the right information to determine who should be hired. Finally, Executive Selection makes recommendations that will help ensure the new executive's successful transition into the organization and his or her continued development. In all, these steps represent a comprehensive, easy-to-follow system that takes the mystery out of selecting for success. The book's strategies for pinpointing the right person for the job apply to the selection of CEOs, officers, and others in the executive suite. Executives, boards of directors, and HR professionals can use these strategies to improve their selection processes. Investors can use them to assess the executive selections being conducted within companies of interest. And researchers can use them to garner ideas for additional work in the field.
Annual Review of Organizational Psychology and Organizational Behavior
Self-awareness—how we see ourselves and the effects we have on our environment—influences our beh... more Self-awareness—how we see ourselves and the effects we have on our environment—influences our behavior and the type of person we want to become. This article examines recent research and areas of practice that address the meaning of self-awareness and how it develops over time. We build on extant comprehensive reviews of the literature to define self-awareness and its accuracy, measurement, and effects, including the dark side of being overly introspective. We offer a framework to integrate theory-based processes. We present the results of a literature search of educational interventions aimed at increasing mindfulness through reflection, feedback, and coaching. We conclude with calls for research and implications for practice in areas of measurement, tracking changes, interventions, and self in relation to others in areas of societal impact, self-presentation on digital media, and promoting self-awareness in relation to organization and team membership.
Preface. Part 1. How Groups Learn and What They Learn. V.I. Sessa, M. London, Group Learning: An ... more Preface. Part 1. How Groups Learn and What They Learn. V.I. Sessa, M. London, Group Learning: An Introduction. S.W.J. Kozlowski, B.S. Bell, Team Learning, Development, and Adaptation. H. Arrow, J. Cook, Configuring and Reconfiguring Groups as Complex Learning Systems. R.S. Tindale, S. Stawiski, E. Jacobs, Shared Cognition and Group Learning. A.P.J. Ellis, C.O.L.H. Porter, S.A. Wolverton, Learning to Work Together: An Examination of Transactive Memory System Development in Teams. Part 2. Member, Group, and Organizational Factors Influencing Group Learning. K.A. Jehn, J. Rupert, Group Faultlines and Team Learning: How to Benefit from Different Perspectives. C.O.L.H. Porter, A Multilevel, Multiconceptualization Perspective of Goal Orientation in Teams. N. Zakaria, A. Amelinckx, D. Wilemon, Navigating Across Culture and Distance: Understanding Determinants of Global Virtual Team Performance. S.J. Zaccaro, K. Ely, M. Shuffler, The Leader's Role in Group Learning. Part 3. Learning Interventions. C.S. Burke, E. Salas, D. Diaz, The Role of Team Learning in Facilitating Team Adaptation Within Complex Environments: Tools and Strategies. E.A.J.A. Rouwette, J.A.M. Vennix, Team Learning on Messy Problems. D.P. Brandon, A.B. Hollingshead, Collaborative Knowledge and Training in Online Groups. J.A. Cannon-Bowers, C.A. Bowers, A. Sanchez, Using Synthetic Learning Environments to Train Teams. J. Silberstang, T. Diamante, Phased and Targeted Interventions: Improving Team Learning and Performance. Part 4. Assessment of Group Learning. K.C. Stagl, E. Salas, D.V. Day, Assessing Team Learning Outcomes: Improving Team Learning and Performance. T.L. Gessner, K.L. Langkamer, R.J. Klimoski, Research Designs for Assessing Group Learning.
This chapter describes theory and research demonstrating that the experiences students have withi... more This chapter describes theory and research demonstrating that the experiences students have within student organizations, and the people with whom they interact within those organizations, are powerful triggers for leader learning and development.
* Book review selected and edited by outgoing Book Review Editor John W. Fleenor. * * Book review... more * Book review selected and edited by outgoing Book Review Editor John W. Fleenor. * * Book reviews selected by outgoing Book Review Editor John W. Fleenor and edited by the current Book Review Editor S. Bartholomew Craig.
... Kolb's (1984) experiential learning cycle suggests that the learner must make the link b... more ... Kolb's (1984) experiential learning cycle suggests that the learner must make the link between the theory and action by active experimentation, doing, reflecting, relating it back to the ... Courtney A. Hopkins Massachusetts General Hospital, Department of Psychiatry ABSTRACT ...
Team Performance Management: An International Journal
PurposeMulti-team systems (MTSs) are expected to respond effectively to complex challenges while ... more PurposeMulti-team systems (MTSs) are expected to respond effectively to complex challenges while remaining responsive and adaptable and preserving inter-team linking mechanisms. The leadership team of an MTS is expected to configure and reconfigure component teams to meet the unique needs of each situation and perform. How do they learn to do this? This paper, using a recent MTS learning theory as a basis, aims to begin to understand how MTSs learn and stimulate ideas for future research.Design/methodology/approachThe authors use two case studies to address research questions. The first case was a snapshot in time, while the second case occurred over several months. Interviews, documents and participant observation were the data sources.FindingsAs suggested by theory, findings support the idea that learning triggers, the timing of the triggers and readiness to learn (RtL) affect the type of learning process that emerges. The cases showed examples of adaptive and generative team lear...
Journal of the First-Year Experience & Students in Transition, 2014
ABSTRACT This study describes how student characteristics and environmental influences experience... more ABSTRACT This study describes how student characteristics and environmental influences experienced in high school (and the interactions among them) impact academic engagement of first-semester college students. Data, collected from 300 first-year students at a single university at two different times, showed that precollege student characteristics of academic efficacy and educational values and environmental influences of family educational culture and student-teacher interactions have both main effects and interactions on two types of academic engagement: (a) responding to class-related requirements and (b) participating in class-related initiative taking. This study suggests that academic engagement may develop iteratively over time and as an interaction of student characteristics and environmental influences experienced. In addition, the research suggests that the two types of engagement differ regarding their antecedents. Research and practical implications are discussed.
This study begins to unravel the multiple bidirectional relationships between service-learning pe... more This study begins to unravel the multiple bidirectional relationships between service-learning pedagogy and civic and academic engagement attitudes and behaviors. A quasi-experimental, nonequivalent comparison group pre- and post-test design was used with a sample of 300 first- semester freshmen participating in either a service-learning-based learning community or a learning community without service-learning. Participants completed a pre-test at the beginning of the semester measuring high school civic and academic engagement behaviors and attitudes and a post- test at the end of the semester measuring the same variables based on their first semester in college. Students with higher civic engagement attitudes and behaviors prior to college were more likely to take a service-learning course than students with lower civic engagement attitudes and behaviors. Students in service-learning were more likely to participate in community activities than students not participating in service...
International Journal of Research on Service-Learning and Community Engagement
This study begins to unravel the multiple bidirectional relationships between service-learning pe... more This study begins to unravel the multiple bidirectional relationships between service-learning pedagogy and civic and academic engagement attitudes and behaviors. A quasi-experimental, nonequivalent comparison group pre- and post-test design was used with a sample of 300 first-semester freshmen participating in either a service-learning-based learning community or a learning community without service-learning. Participants completed a pre-test at the beginning of the semester measuring high school civic and academic engagement behaviors and attitudes and a post-test at the end of the semester measuring the same variables based on their first semester in college. Students with higher civic engagement attitudes and behaviors prior to college were more likely to take a service-learning course than students with lower civic engagement attitudes and behaviors. Students in service-learning were more likely to participate in community activities than students not participating in service-l...
... Login to save citations to My List. Citation. Database: PsycINFO. [Chapter]. Managing diversi... more ... Login to save citations to My List. Citation. Database: PsycINFO. [Chapter]. Managing diversity at the Xerox Corporation: Balanced workforce goals and caucus groups. Diversity in the workplace: Human resources initiatives. Sessa, Valerie I. Jackson, Susan E. (Ed), (1992). ...
Strong leadership is essential for survival in today's competitive business environment. Yet ... more Strong leadership is essential for survival in today's competitive business environment. Yet it has been estimated that from 25 to 75 percent of top executives hired today fail. Such failures can cripple the organization and adversely affect its stakeholders. So how can senior-level positions be filled with leaders who fit the bill? The Center for Creative Leadership has studied executive selection for years. Its researchers have interviewed hundreds of executives, analyzed the decision-making styles of the people who make selections, and studied the latest management and psychological literature on the subject. Executive Selection draws on this research, and on the extensive experience of the authors in working with top-level management, to offer a series of steps that decision makers can follow to make better hiring decisions. After detailing who should be on the selection team, the book shows how this group of people can develop a systematic way to look at the organization, its environment, the open position, and the candidate requirements. The team thereby develops an image of the ideal candidate that can be used throughout the selection process. Next, advice is given on the best way to develop a good candidate pool and how to gather and use the right information to determine who should be hired. Finally, Executive Selection makes recommendations that will help ensure the new executive's successful transition into the organization and his or her continued development. In all, these steps represent a comprehensive, easy-to-follow system that takes the mystery out of selecting for success. The book's strategies for pinpointing the right person for the job apply to the selection of CEOs, officers, and others in the executive suite. Executives, boards of directors, and HR professionals can use these strategies to improve their selection processes. Investors can use them to assess the executive selections being conducted within companies of interest. And researchers can use them to garner ideas for additional work in the field.
Annual Review of Organizational Psychology and Organizational Behavior
Self-awareness—how we see ourselves and the effects we have on our environment—influences our beh... more Self-awareness—how we see ourselves and the effects we have on our environment—influences our behavior and the type of person we want to become. This article examines recent research and areas of practice that address the meaning of self-awareness and how it develops over time. We build on extant comprehensive reviews of the literature to define self-awareness and its accuracy, measurement, and effects, including the dark side of being overly introspective. We offer a framework to integrate theory-based processes. We present the results of a literature search of educational interventions aimed at increasing mindfulness through reflection, feedback, and coaching. We conclude with calls for research and implications for practice in areas of measurement, tracking changes, interventions, and self in relation to others in areas of societal impact, self-presentation on digital media, and promoting self-awareness in relation to organization and team membership.
Preface. Part 1. How Groups Learn and What They Learn. V.I. Sessa, M. London, Group Learning: An ... more Preface. Part 1. How Groups Learn and What They Learn. V.I. Sessa, M. London, Group Learning: An Introduction. S.W.J. Kozlowski, B.S. Bell, Team Learning, Development, and Adaptation. H. Arrow, J. Cook, Configuring and Reconfiguring Groups as Complex Learning Systems. R.S. Tindale, S. Stawiski, E. Jacobs, Shared Cognition and Group Learning. A.P.J. Ellis, C.O.L.H. Porter, S.A. Wolverton, Learning to Work Together: An Examination of Transactive Memory System Development in Teams. Part 2. Member, Group, and Organizational Factors Influencing Group Learning. K.A. Jehn, J. Rupert, Group Faultlines and Team Learning: How to Benefit from Different Perspectives. C.O.L.H. Porter, A Multilevel, Multiconceptualization Perspective of Goal Orientation in Teams. N. Zakaria, A. Amelinckx, D. Wilemon, Navigating Across Culture and Distance: Understanding Determinants of Global Virtual Team Performance. S.J. Zaccaro, K. Ely, M. Shuffler, The Leader's Role in Group Learning. Part 3. Learning Interventions. C.S. Burke, E. Salas, D. Diaz, The Role of Team Learning in Facilitating Team Adaptation Within Complex Environments: Tools and Strategies. E.A.J.A. Rouwette, J.A.M. Vennix, Team Learning on Messy Problems. D.P. Brandon, A.B. Hollingshead, Collaborative Knowledge and Training in Online Groups. J.A. Cannon-Bowers, C.A. Bowers, A. Sanchez, Using Synthetic Learning Environments to Train Teams. J. Silberstang, T. Diamante, Phased and Targeted Interventions: Improving Team Learning and Performance. Part 4. Assessment of Group Learning. K.C. Stagl, E. Salas, D.V. Day, Assessing Team Learning Outcomes: Improving Team Learning and Performance. T.L. Gessner, K.L. Langkamer, R.J. Klimoski, Research Designs for Assessing Group Learning.
This chapter describes theory and research demonstrating that the experiences students have withi... more This chapter describes theory and research demonstrating that the experiences students have within student organizations, and the people with whom they interact within those organizations, are powerful triggers for leader learning and development.
* Book review selected and edited by outgoing Book Review Editor John W. Fleenor. * * Book review... more * Book review selected and edited by outgoing Book Review Editor John W. Fleenor. * * Book reviews selected by outgoing Book Review Editor John W. Fleenor and edited by the current Book Review Editor S. Bartholomew Craig.
... Kolb's (1984) experiential learning cycle suggests that the learner must make the link b... more ... Kolb's (1984) experiential learning cycle suggests that the learner must make the link between the theory and action by active experimentation, doing, reflecting, relating it back to the ... Courtney A. Hopkins Massachusetts General Hospital, Department of Psychiatry ABSTRACT ...
Team Performance Management: An International Journal
PurposeMulti-team systems (MTSs) are expected to respond effectively to complex challenges while ... more PurposeMulti-team systems (MTSs) are expected to respond effectively to complex challenges while remaining responsive and adaptable and preserving inter-team linking mechanisms. The leadership team of an MTS is expected to configure and reconfigure component teams to meet the unique needs of each situation and perform. How do they learn to do this? This paper, using a recent MTS learning theory as a basis, aims to begin to understand how MTSs learn and stimulate ideas for future research.Design/methodology/approachThe authors use two case studies to address research questions. The first case was a snapshot in time, while the second case occurred over several months. Interviews, documents and participant observation were the data sources.FindingsAs suggested by theory, findings support the idea that learning triggers, the timing of the triggers and readiness to learn (RtL) affect the type of learning process that emerges. The cases showed examples of adaptive and generative team lear...
Journal of the First-Year Experience & Students in Transition, 2014
ABSTRACT This study describes how student characteristics and environmental influences experience... more ABSTRACT This study describes how student characteristics and environmental influences experienced in high school (and the interactions among them) impact academic engagement of first-semester college students. Data, collected from 300 first-year students at a single university at two different times, showed that precollege student characteristics of academic efficacy and educational values and environmental influences of family educational culture and student-teacher interactions have both main effects and interactions on two types of academic engagement: (a) responding to class-related requirements and (b) participating in class-related initiative taking. This study suggests that academic engagement may develop iteratively over time and as an interaction of student characteristics and environmental influences experienced. In addition, the research suggests that the two types of engagement differ regarding their antecedents. Research and practical implications are discussed.
This study begins to unravel the multiple bidirectional relationships between service-learning pe... more This study begins to unravel the multiple bidirectional relationships between service-learning pedagogy and civic and academic engagement attitudes and behaviors. A quasi-experimental, nonequivalent comparison group pre- and post-test design was used with a sample of 300 first- semester freshmen participating in either a service-learning-based learning community or a learning community without service-learning. Participants completed a pre-test at the beginning of the semester measuring high school civic and academic engagement behaviors and attitudes and a post- test at the end of the semester measuring the same variables based on their first semester in college. Students with higher civic engagement attitudes and behaviors prior to college were more likely to take a service-learning course than students with lower civic engagement attitudes and behaviors. Students in service-learning were more likely to participate in community activities than students not participating in service...
International Journal of Research on Service-Learning and Community Engagement
This study begins to unravel the multiple bidirectional relationships between service-learning pe... more This study begins to unravel the multiple bidirectional relationships between service-learning pedagogy and civic and academic engagement attitudes and behaviors. A quasi-experimental, nonequivalent comparison group pre- and post-test design was used with a sample of 300 first-semester freshmen participating in either a service-learning-based learning community or a learning community without service-learning. Participants completed a pre-test at the beginning of the semester measuring high school civic and academic engagement behaviors and attitudes and a post-test at the end of the semester measuring the same variables based on their first semester in college. Students with higher civic engagement attitudes and behaviors prior to college were more likely to take a service-learning course than students with lower civic engagement attitudes and behaviors. Students in service-learning were more likely to participate in community activities than students not participating in service-l...
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Papers by Valerie Sessa