Mastery Goal Orientation and Performance Affect the Development of Leader Efficacy During Leader Development

Abstract

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

Change in frontline supervisors’ safety leadership practices after participating in a leadership training program: Does company size matter?

“…If Model 2 provided the best fit to the data, then there was evidence that company size provided some explanation for the relationship between time of survey and the outcomes studied. In all models we controlled for and Spanish vs. English survey completed as well as learning goal orientation as prior research has shown it may be linked to learning in this target population in (Johnson et al, 2018). To determine whether any other demographic variables should have been controlled for, we first observed the bi-variable relationship between demographic factors and company size.…”

Leader development across the lifespan: A dynamic experiences-grounded approach

“…Based on Dweck's work (1986), individuals with a growth mindset versus a fixed mindset approach leadership development differently (Heslin & Keating, 2017). Research on learning goal orientation that is inherent in the growth mindset shows that a goal of skill development as compared to a goal of performing well is more beneficial to learning from experience (DeShon & Gillespie, 2005;Johnson et al, 2018). Additionally, one's leader developmental efficacy (Reichard, Walker, Putter, Middleton, & Johnson, 2017) serves as a measure of individual differences in the degree to which one feels efficacious in developing leadership knowledge and skills, and plays an important role in determining how well leader development experiences translate into increasing skill acquisition or enhancing leader self-concept.…”

The Impact of Pre-Competition Estimated Results for Elite Archers on Performance According to Achievement Goal Theory

“…The first result is related to the fact that athletes with high goal orientation were significantly more successful than those with low goal orientation in a real competition environment. There are recent studies which focused on the influence of goal orientation on business performance in addition to sports Competition results based on participants' goal orientation levels performance (Domingues, Vieira, & Agnihotri, 2017;Blau, Petrucci, & Rivera, 2018;Johnson et al,2018;Zhang, Jex, Peng, & Wang, 2017;Shin, Kim, & Lee, 2016). Positive impact of high goal orientation levels on achievement in students has also been investigated by educators in different aspects (Nasiri, Pour-Safar, Taheri, Pashaky, & Louyeh, 2017;Poondej & Lerdpornkulrat, 2016;Akpur, 2016;Kaur, Noman, & Awang-Hashim, 2018).…”