Intimate partner violence is a serious public health problem accompanied by substantial morbidity and mortality. Despite its documented impact on health, there is no widely recognized treatment of choice. Some studies indicate that couples suffering from situational violence may benefit from couples therapy, but professionals are cautious to risk the possibility of violent retaliation between partners. After a comprehensive literature search of 1733 citations, this systematic review and meta-analysis compiles the results of six studies to investigate the effectiveness of couple therapy as a treatment for violence. Preliminary data suggest that couples therapy is a viable treatment in select situations.
Trends in extant literature suggest that more relational and identity-based leadership approaches are necessary for leadership that can harness the benefits of the diverse and globalized workforces of today and the future. In this study, we compared general leadership development programs (GLDPs) and women’s leadership development programs (WLDPs) to understand to what extent program descriptions addressed inclusive leadership—leadership that draws on relational skills to value both the uniqueness and belonging needs of diverse identities to create business effectiveness for the long term. GLDPs predominantly reflected pedagogical assumptions of separate knowing, development of the autonomous self, and masculine leadership approaches of agentic and transactional leadership. In contrast, pedagogical assumptions of connected knowing, development of the relational self, and relational and identity-based leadership approaches were more prevalent in WLDPs. These findings suggest that WLDPs continue to offer significant value to supporting women leaders in their advancement, yet both WLDPs and GLDPs can do more to be inclusive of additional diverse identities to better develop leaders of the future who can lead with inclusive behaviors. We suggest a pedagogical framework for inclusive leadership development that may better balance and promote synergies between achieving business priorities and relating to others and their diverse identities.
This study investigates the role of perceived riskiness in senior leadership selection decisions. Perceived riskiness is defined as the degree of uncertainty and the significance of the outcomes from the selection decision. Hypotheses that perceived riskiness is a mediator between a candidate's qualifications and selection as well as salary offer, and that gender moderates those relationships, were examined through structural equation modeling and logistic regression. A sample of 253 individuals with prior experience in hiring and promotion decisions responded to an online survey where they read a job description and candidate profile summary of one of the following: a highly qualified female, a highly qualified male, a moderately qualified female, or a moderately qualified male. The results demonstrated a complementary mediating effect of perceived riskiness between a candidate's qualifications and their selection, and between a candidate's qualifications and their salary offer. In addition, gender moderates the pathway from qualifications to perceived riskiness in that highly qualified women were perceived as less risky for senior leadership than highly qualified men, while moderately qualified women were seen as riskier for senior leadership than moderately qualified men. We offer recommendations for human resource professionals and hiring managers to recognize and mitigate the perceived riskiness of women in the selection process for senior leadership roles.
Many instructors use experiential learning techniques to link students’ academic experience with the reality that awaits them professionally. Careful planning and reflecting on experiential activities usually take place prior to implementation to ensure that prescribed student learning outcomes are met. Hence, management educators’ confidence soars when outcomes meet or exceed their expectations, and there is the intrinsic reward of seeing students succeed. Subsequently, effective application of activities can lead to overconfidence in implementing routine as well as new activities. What happens, however, when an activity goes awry? Can it be salvaged? In this article, we explore overconfidence as the shadow that can disrupt a faculty’s well-meaning activity, leading to something unexpected with unintended learning consequences for the instructor and students. Then, we analyze several of our activities gone awry as a result of overconfidence. Finally, we suggest humility as a spotlight that can help us move out of the shadow cast by overconfidence, thus helping faculty deal with the dark side of experiential exercises.
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