Title page for ETD etd-0607102-080200


Type of Document Dissertation
Author Collins, Doris B
Author's Email Address dcollin@lsu.edu
URN etd-0607102-080200
Title The Effectiveness of Managerial Leadership Development Programs: A Meta-Analysis of Studies from 1982-2001
Degree Doctor of Philosophy (Ph.D.)
Department Vocational Education
Advisory Committee
Advisor Name Title
Elwood F. Holton, III Committee Chair
Michael F. Burnett Committee Member
Reid A. Bates Committee Member
Sharon S. Naquin Committee Member
Kevin W. Mossholder Dean's Representative
Keywords
  • meta-analysis
  • formal training
  • managerial development
  • managerial leadership
  • leadership development
  • managerial training
Date of Defense 2002-05-23
Availability unrestricted
Abstract
Many organizations are committing to education and training that deepens skills, perspectives, and competencies of their leaders. This research located 103 studies from 1982-2001 with a full range of managerial leadership development interventions including feedback, developmental relationships, on-the-job experiences, and formal training. It integrated results of 83 of these studies with formal training interventions via meta-analytic techniques to determine the effectiveness of interventions, in their enhancement of performance, knowledge, and expertise at the individual, team or group, or organizational level. The studies were viewed through a "macro-lens," that used a full range of managerial leadership development interventions (McCauley, Moxley, & Van Velsor, 1998), a high-performance leadership competency model (Holton & Naquin, 2000), and the Results Assessment System (Swanson & Holton, 1999).

The studies were separated into four separate data sets by the research design used in individual studies (posttest only with control group, pretest-posttest with control group, single group pretest-posttest, and correlation) with the unit of analysis being the outcome measure of the study. Effect sizes, derived by using Carlson and Schmidt's (1999) formulas, were adjusted for artifacts sampling error and error of measurement. in this meta-analysis study Hunter and Schmidt's (1990) method of partitioning observed effect size variability into portions attributable to subject-level sampling error and between-study differences was used to determine the presence of seven possible moderating variables.

This research found formal training programs with knowledge outcomes highly effective. The average effect size for knowledge outcomes ranged from .96 (control group, knowledge-objective) to 1.37 (pretest-posttest, knowledge-objective). The average effect size for expertise outcomes ranged from .30 (control group, expertise-subjective) to 1.01 (pretest-posttest, expertise-objective). System outcomes had an average effect size of .39 (control group). Two primary methodological issues were raised regarding Burke and Day's (1986) meta-analysis on the effectiveness of managerial training: 1) independence of outcomes measured (effect sizes), and 2) over weighting of studies with multiple effect sizes. Implications were provided for future research opportunities and for practical use of the findings. This meta-analysis synthesized existing studies from a broad range of settings, researchers and circumstances and integrated conflicting findings to establish a general knowledge base about managerial leadership development.

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