Leaderless Group Discussion Research Articles

Exploratory Study on Inclusion in the Workplaces in Malang

This study aims to determine the antecedents, aspects and implications of implementing inclusion, especially the inclusion of persons with physical and mental disabilities in workplaces in the Malang area. This is a qualitative research, data collection was carried out through a systematic literature review of the study database on inclusion in the workplace and will be supported by in-depth interviews and leaderless group discussions (LGD) to collect data from government sources such as Malang Manpower Offices, and organizations or institutions in the Malang area that enforce inclusion of persons with disabilities as the main stakeholders. The data obtained will be analysed using reduction techniques and presented in the form of a proposal for an integrated inclusion implementation model. This research is to provide an overview of the implementation of inclusion at the organizational level. This conceptual model will be the basis for creating measurement of the inclusion level in the workplaces in Indonesia. From this conceptual understanding and preparation of measurements, it is hoped that we can measure how successful an implementation of inclusion in a work environment.

Analisis Kesesuaian Kompetensi Manajerial Dosen Perguruan Tinggi X

Competent human resources will support the achievement of the university's vision and mission, while incompetent human resources will hinder the achievement of short, medium and long-term work targets, so that in the end it will hinder universities from developing and may even experience a decline. Lecturers as the spearhead of academic activities are faced with high job demands, apart from carrying out teaching, community service, and research, some lecturers also occupy structural positions which of course require managerial competence in order to carry out their duties optimally. This study aims to see the suitability of the competencies possessed by lecturers as structural position holders with the competencies required for the position. This study uses a competency assessment method consisting of tests and non-tests. The test form of assessment uses the CFIT, DISC, Kraeplin, Graphic and Warteg tests, while the non-test form uses interviews, observation, case studies and Leaderless Group Discussion. The subject of this study was a lecturer who served as head of the study program, male, 50 years old. The research results show that Mr. M has competencies that meet the requirements, namely integrity, interpersonal skills, customer focus, building business partnerships and driving execution. Meanwhile, the 4 competencies that still need to be improved to fulfill the position requirements as chair of the study program, namely change leadership, achievement orientation, empowering and innovation creativity. Steps that can be taken to improve these competencies include job assignment and mentoring methods.

A Pragmatic Analysis of Emergent Leaders in Leaderless Group Discussion

Group discussion has played significant roles in establishing students’ collaborative skills, especially leadership. This issue is interesting to discuss since the process of establishing the skills tends to happen when the students are involved in leaderless group discussion. Previous studies suggested that leaderless group discussion has been dominated by the emergence of male students as the leader so that the engagement developed. In fact, leaderless group discussion is essential to develop students’ leadership attitude. Thus, leadership attitude should not be dependent on only one gender. To extend this issue in EFL context, especially in Indonesia, this research aims to elaborate the emergence of leadership attitude by higher education students during leaderless group discussion. Two recordings of online synchronous leaderless group discussion were collected as the data. To analyze the data, we used Speech Acts of Request and Big Five Theory of leadership attitude. This research found that female students emerged as the leader and the male students acted to be the supporting group members. The female students lead the group discussion by performing feminine leadership attitudes such as extraversion, intelligence and authoritarianism. These attitudes were manifested through the speech acts of request such as conventionally indirect (query) and direct act of request (suggestory). These findings denied the stigma that only the male gender with authoritarianism is more likely to emerge during leaderless group discussion, as for females were able to emerge by relying on not just authoritarianism but also extraversion and intelligence behind that.

大五人格特质与无领导小组讨论测评得分的关系研究

大五人格特质与无领导小组讨论测评得分的关系研究

Developing Listening and Oral Expression Skills: Pillars of Influential Oral Communication

Influence is a critical competency for success in the workplace. Past research has shown that two oral communication skills (listening and oral expression) are associated with interpersonal influence. This exploratory study examines the effectiveness of two pedagogies (leaderless group discussion [LGD] and oral presentation with a question and answer time [P+Q&A]) in developing these oral communication skills. MBA students enrolled in online courses participated in this pedagogical research. The results of paired-sample t test procedures and correlation analyses of self- and peer ratings suggest that LGD and P+Q&A are effective in developing listening and oral expression skills, which, in turn, are related to interpersonal influence. Other key findings indicate that the reactions of the MBA students to LGD and P+Q&A are favorable, and the intentions of MBA students to transfer these communication skills back to their jobs are strong. We discuss the two pedagogies from the perspectives of relevance, improvisation, inductive/deductive discourse, and Bloom’s taxonomy of learning. We end with a discussion of the implications of these findings for business education priorities and business instructors.

SELEKSI KARYAWAN PADA POSISI ASSISTANT SUPERINTENDENT

All organization or company needs human resources in carrying out every function of activity. The need of human resources is very important because in gaining superior human resources cannot be obtained easily; it takes a way to get the right labor to fill a certain position by selection. It is hoped that by doing this process, we will get reliable human resources, which are needed to meet the needs of the organization in the present and future. Selection activities are conducted in the framework of community service activities. The target of community service is to accompany the company so that prospective new employees who follow the selection process at the psychological test stage can complete all the test stages. The selection of superintendent assistant positions is done by the Psychology Test Method (to reveal aspects of intelligence, work attitude, and personality), Leaderless Group Discussion (LGD), and Psychological Interview. This test was followed by 203 participants. As a result of the whole process, 136 participants were graduated. Key words:selection, employees, assistant superintendent.

Application and Optimization Strategy of Leaderless Group Evaluation Technology in College Students Recruitment

College student cadres are the key part of effective communication and connection between students and teachers. They are also the main force of students' self-management and play an important role in the management of students. Therefore, how to select a group of cadres with high comprehensive quality and strong organizational ability plays an important role in the smooth progress of all the work in colleges and universities. Due high reliability and validity, leaderless group discussion method is widely used in the selection of high-level talents in the recruitment process in the enterprises, and in recent years, the method also gradually was brought into the college student cadres recruitment , but the practice often cannot achieve the desired results, this study emphasizes on the analysis of Leaderless Group Evaluation Technology problems in college students the cadre recruitment, finally put forward some countermeasures to improve the effectiveness of student cadre recruitment from the discussion on the design and evaluation of the team's division, training and other aspects.

Incremental Validity of Leaderless Group Discussion Ratings Over and Above General Mental Ability and Personality in Predicting Promotion

Leaderless group discussions (LGDs) constitute one of the oldest assessment center exercises. In recent times, their added value has sometimes been questioned in light of trends to streamline assessment centers. The purpose of the present study is to examine the incremental validity of LGD ratings over cognitive ability scores and personality ratings for the prediction of extrinsic career success (i.e., promotion speed and number of promotions). We investigated this issue in the context of the promotion of French naval officers (N = 93) in an academy for high‐level executive positions over a 10‐year period. Results indicated that LGD ratings accounted for incremental variance in the prediction of promotion criterion measures, beyond cognitive ability and personality test scores. These results confirm that LGD ratings provide a unique contribution to the prediction of extrinsic career success in high‐level executive positions.

Leader emergence through interpersonal neural synchronization

The neural mechanism of leader emergence is not well understood. This study investigated (i) whether interpersonal neural synchronization (INS) plays an important role in leader emergence, and (ii) whether INS and leader emergence are associated with the frequency or the quality of communications. Eleven three-member groups were asked to perform a leaderless group discussion (LGD) task, and their brain activities were recorded via functional near infrared spectroscopy (fNIRS)-based hyperscanning. Video recordings of the discussions were coded for leadership and communication. Results showed that the INS for the leader-follower (LF) pairs was higher than that for the follower-follower (FF) pairs in the left temporo-parietal junction (TPJ), an area important for social mentalizing. Although communication frequency was higher for the LF pairs than for the FF pairs, the frequency of leader-initiated and follower-initiated communication did not differ significantly. Moreover, INS for the LF pairs was significantly higher during leader-initiated communication than during follower-initiated communications. In addition, INS for the LF pairs during leader-initiated communication was significantly correlated with the leaders' communication skills and competence, but not their communication frequency. Finally, leadership could be successfully predicted based on INS as well as communication frequency early during the LGD (before half a minute into the task). In sum, this study found that leader emergence was characterized by high-level neural synchronization between the leader and followers and that the quality, rather than the frequency, of communications was associated with synchronization. These results suggest that leaders emerge because they are able to say the right things at the right time.

Teaching MBA Students Teamwork And Team Leadership Skills: An Empirical Evaluation Of A Classroom Educational Program

A comprehensive educational program for teaching behavioral teamwork and team leadership skills was rigorously evaluated with 148 MBA students enrolled at an urban regional campus of a Midwestern public university. Major program components included (1) videotaped student teams in leaderless group discussion (LGD) exercises at the course beginning and end, (2) behavioral assessment of student teamwork and team leadership in the LGD’s, (3) peer and instructor performance feedback and coaching after each LGD, (4) informational modules on teamwork and team leadership, and (5) multiple opportunities (classroom and field) to practice teamwork and team leadership skills. Prominent findings indicated (1) a statistically significant increase in overall teamwork and overall team leadership scores of, respectively, 14% and 8%, (2) no demographic differences in student improvements as a function of sex, age, or race/ethnicity, and (3) very favorable student responses to end-of-course questions concerning teamwork and team leadership skills improvement, self-confidence, and attitudes.

The Application of Many-Facet Rasch Model in Leaderless Group Discussion

Many-Facet Rasch model(MFRM) of Item Response Theory(IRT) is applied to performance assessment.Domestic and foreign researches applied MFRM in many fields such as analysis of various examinations,medical diagnosis,judgments of life quality and so on.In these assessment tests,ratings were influenced by a variety of factors among which judges played the most important part.This thesis mainly probed into issues covering subjects,judges,rating scales and rating deviation in Leaderless Group Discussion(LGD) of personnel assessment center in personnel assessment to improve the effectiveness and stability of assessment.This study adopted the FACETS software,a MFRM computer statistics program,to establish 3 facets of subjects,judges and rating dimensions to analyze subjects' abilities,rater severity,inter-rater reliability,dimension difficulty and rating scales.Meanwhile,this study got results of deviation analysis of subjects and judges,judges and dimensions,deviation among judges,subjects and dimensions.The results illustrated significant differences existed among levels of subjects' ability,rater severity,dimension difficulty and the rating scale.Differences of rater severity generally did not affect the test scores of subjects.Except some judges,other judges' ratings had good internal consistency.Dimension difficulty could better distinguish subjects' ability but judges tended to concentrate on using an intermediate rating scale;The results of deviation analysis of judges and subjects,judges and dimension showed that untrained judges E,F had more rating deviations,so it was necessary to monitor their scores and strengthen the training of the two judges.The application of MFRM,IRT's expansion,to assessment center evaluation could enable evaluators to make the employment decision by estimated ability level of subjects,design tests according to dimension difficulty,set the standards for training and selection referring to examine judges' ratings rater severity and inter-rater reliability,improve the assessment process based on a variety of deviation analysis,and finally promote scientific,standardized and precise development of evaluation system of assessment center.

Assessing the trait theory of leadership using self and observer ratings of personality: The mediating role of contributions to group success

The trait theory of leadership suggests that personality traits influence leader emergence and effectiveness. While initial empirical evidence supports this perspective, the majority of studies have examined the relationship between personality and leadership using self ratings of personality. We believe that this research may underestimate the relationship between personality and leadership. We propose that personality assessed using both self and observer ratings explains more variance in leadership than self ratings of personality alone. Results from 155 participants in leaderless group discussions supported this hypothesis. Further, relative weight analysis revealed that observer ratings of extraversion explained the largest percentage of variance in leadership, followed by self ratings of openness to experience and observer ratings of openness to experience. Results of two-stage least squares regression analysis showed that the relationship between personality and leadership was mediated by contributions to group success. The implications of these results and directions for future research are discussed.

Do Individual Differences in Perceiving Situational Demands Moderate the Relationship Between Personality and Assessment Center Dimension Ratings?

This study contributes to research on assessment centers' (AC) external construct-related validity by investigating a potential moderator of the relationship between personality and AC dimension ratings. On the basis of recent insights in person-situation contingencies we hypothesized that individual differences in people's perception of situational demands moderate the relationship between personality and conceptually related AC dimension ratings. The hypotheses were tested with 108 individuals in two leaderless group discussion exercises. Results confirmed the hypotheses for two of the three traits (i.e., Agreeableness and Conscientiousness). In particular, people high on these traits who identified the situational demands received higher AC dimension ratings. People high on these traits who did not identify the situational demands received lower AC dimension ratings.

Leader emergence: the role of emotional intelligence and motivation to lead

PurposeAs the employment marketplace changes, the meaning of leadership evolves. The question of whether emotional intelligence (EI) is required for leaders has attracted broad interest. This paper seeks to examine the role of EI and motivation to lead (MTL) in predicting leadership.Design/methodology/approachIn study 1, students (n=309) first completed surveys and then, one week later (n=264), they engaged in leaderless group discussions where their levels of leader emergence were rated. In study 2, the participants were 115 students who undertook 14‐week class projects. They completed surveys including evaluations of members' leader emergence after they finished the projects.FindingsThe results suggest that participants who were high in affective‐identity MTL became leaders in leaderless discussions, while high social‐normative MTL individuals assumed leadership roles in long‐term project teams. Both studies found that use of emotions, which is a component of EI, was positively related to affective‐identity and social‐normative MTL and indirectly related to leader emergence.Originality/valueThis study is one of the first to examine the relationship between EI and MTL, as well as between MTL and leadership emergence.

Who emerges as a leader? Meta-analyses of individual differences as predictors of leadership emergence

For more than sixty years, the leaderless group discussion (LGD) has been commonly used to assess leadership emergence and potential. This research focuses on individual differences as predictors of leader emergence in LGDs. Meta-analytic methods allowed us to combine and compare results from 45 studies, producing 196 effect sizes, and make statistically guided decisions about the strength of relationships between individual difference and personality variables and leadership emergence in LGDs. Consistent with more general research on leader emergence and effectiveness, we found a number of individual differences predictive of leader emergence in LGDs, most notably extraversion and authoritarian personality. This research augments previous meta-analytic research on personality and leadership with a focus specifically on the leaderless group discussion.

Evaluation of the use of Assessment Centre methodology to enhance development planning, work placement outcomes and work readiness for postgraduate students - a pilot

Work placements as a form of Work Integrated Learning are widely recognised for the positive impact they have on improving the employability and work readiness of students. Assessment Centres (ACs) are widely used in corporate settings for recruitment, selection and more recently to provide developmental feedback to participants. The present project aimed to evaluate the application of AC methodology as a tool for measuring and subsequently enhancing professional competencies in a sample of postgraduate students in organisational psychology (n=15). A longitudinal design was utilised with numerous evaluation points from work placement stakeholders. This paper presents the first wave of findings. Students undertook a range of activities, including an in-tray exercise, a role play, a written report and a leaderless group discussion. Comprehensive feedback was provided to the students by Organisational Psychologists who also fulfil the role of placement co-ordinators. With the assistance of the Placement Co-ordinators, students prepared development plans relating to the competencies identified as requiring development. These development plans were to be addressed whilst on consecutive work placements. Performance evaluations collected to date, as measured by behaviourally based ratings scales completed by the students themselves and their organisational supervisors illustrate the positive effect of this methodology. Initial perceptions gathered from students with regards to their participation in this initiative were very encouraging. The ongoing application of AC methodology as a process to enhance development planning, placement outcomes and work readiness for postgraduate students is discussed.

Leader Emergence: The Case of the Narcissistic Leader

These studies investigate whether individuals with high narcissism scores would be more likely to emerge as leaders during leaderless group discussions. The authors hypothesized that narcissists would emerge as group leaders. In three studies, participants completed personality questionnaires and engaged in four-person leaderless group discussions. Results from all three studies reveal a link between narcissism and leader emergence. Studies 1 and 2 further reveal that the power dimension of narcissism predicted reported leader emergence while controlling for sex, self-esteem, and the Big Five personality traits. Study 3 demonstrates an association between narcissism and expert ratings of leader emergence in a group of executives. The implications of the propensity of narcissists to emerge as leaders are discussed.

The Effects of Sex, Gender Role, and Personality Traits on Leader Emergence

This study investigated the effects of sex, gender roles, and personality (self-monitoring, self-efficacy, and dominance) on leader emergence in Turkish university students. Two hundred and nineteen business students filled in personality and gender role inventories, and 60 of them were selected by personality and sex to join in a 4-person leaderless group discussion involving a gender-neutral task. At the completion of the sessions, they evaluated each other on leadership perception and preferences. Results showed that the only personality trait predicting leader emergence in Turkish students was self-monitoring. Differing from studies conducted in Western cultures, dominance, self-efficacy, sex, and gender role orientation were not found to predict emergent group leaders. This difference is explained within the context of Turkey's feminine and collectivist cultural characteristics. The study supports the idea that North American research findings on group leadership perceptions should be tested in other cultures. This issue is especially important for global organizations functioning worldwide.

Developing The Great Eight Competencies with Leaderless Group Discussion

The Great Eight competencies are work behaviors that promote employee effectiveness in 21st-century organizations. These competencies include enterprising and performing, adapting and coping, organizing and executing, creating and conceptualizing, analyzing and interpreting, interacting and presenting, supporting and cooperating, and leading and deciding. This article proposes an alternative pedagogy, leaderless group discussion, for developing the Great Eight competencies in business students. An example and a roadmap are also provided that show how leaderless group discussion can be employed in the college classroom. Leaderless group discussion is surprisingly efficient in that all of the Great Eight competencies can be developed within the student at the same time with one exercise. Recommendations to help make leaderless group discussion practical for the business classroom are discussed.

Examination of the Discriminant, Convergent, and Criterion‐Related Validity of Self‐Ratings on the Emotional Competence Inventory

We found that self‐ratings on the Emotional Competence Inventory (ECI) had small relationships with, but a distinct factor structure from, the Big‐Five personality dimensions. ECI self‐ratings were unrelated to academic performance and general mental ability. ECI self‐ratings had significant, albeit small, correlations with EC‐related behaviors and peer nominations of influence during a leaderless group discussion, coworkers' ratings of managerial skills, and number of promotions received. However, with one exception, these significant relationships disappeared after controlling for personality and age.