No abstract

No abstract

and Training. CPWR, the research and training arm of the Building and Construction Trades Dept., AFL-CIO, is uniquely situated to serve construction workers, contractors, practitioners, and the scientifi c community. This card was made possible by a cooperative agreement with the National Institute for Occupational Safety and Health, NIOSH (OH009762). The contents are solely the responsibility of the authors and do not necessarily represent the offi cial views of NIOSH.

Best-selling authors, consultants, and leadership researchers agree that confidence is integral to leader success (Chemers, Watson, & May, 2000). Popular leadership books such as Larina Kase's (2008) The Confident Leader and Bobb Biehl's (1989) Increasing Your Leadership Confidence highlight interest in the topic and imply that confidence can be learned. Ninety percent of TrainingIndustry.com's "Top 20 Companies for Leadership Training" mention increased confidence as an outcome of leader development. Likewise, in academia, theorists argue that increased leader efficacy is one of the core outcomes of leader development training (Day & Sin, 2011; Lester, Hannah, Harms, Vogelgesang, & Avolio, 2011) because efficacy provides the foundation for all other aspects of agency and is an essential component of leader emergence and effectiveness (Bandura, 2007; Murphy, 1992; Smith & Foti, 1998). Unlike other types of training that focus more heavily on the acquisition of specific skills or knowledge, leader development is primarily concerned with increasing leader self-awareness, identity, and efficacy. It is generally assumed that sending leaders to development will result in increased leader efficacy because training provides individuals with the opportunity to acquire skills and achieve success (Bandura, 1986, 1997). However, there is wide variation in the extent to which individuals benefit from leader development and many individuals are worse off following a developmental experience than they were before the experience (Day & Sin, 2011). The current study addresses this paradox of when and why some individuals benefit from leader development, while others seem to suffer declines in their leader efficacy following a developmental experience. Theoretical work on readiness for leader development suggests that having a mastery goal orientation may determine whether one benefits from a development interven

No abstract