How Leaders Think: Measuring Cognitive Complexity in Leading Organizational Change

The ability to lead complex organizational change is considered the most difficult leadership responsibility. Habitual linear thinking based on sequential procedural decision making is insufficient when responding to ambiguous and unpredictable challenges and interpreting systemic variables in the context of unforeseen problems, risks, and invisible interrelationships. The purpose of this exploratory multiple case study was to expand our understanding of the structure of the thinking employed by executive leaders as initiators and enablers of complex, large-scale organizational change. The researcher integrated knowledge of adult cognitive development and organizational leadership to examine the higher forms of reasoning abilities required for dealing with the complex and nonlinear nature of change. By using Laske‘s (2009) dialectical thought form (DTF) framework, the researcher explored the existence of dialectical thinking through structural analysis of interviews with 10 senior leaders who successfully transformed their respective organizations. Specifically, the study explored: (1) To what degree do the sponsors of organizational change engage in dialectical thinking in their work? (2) Is complexity of thinking related to complexity of sponsorship roles? (3) What phase of cognitive development must sponsors of transformational change attain to become effective change agents? (4) Does a higher level of dialectical thinking lead to more effective sponsorship of transformational, complex change? The results revealed that all 10 effective leaders were fully developed dialectical thinkers and that each one had a unique pattern of dialectical thinking. Data illustrated how metasystemic thinkers, despite their surface similarities, have deep epistemological differences that indicate profoundly different areas of strength and developmental needs. The potential application of the DTF framework as a developmental tool for expanding cognitive capabilities to deal with complex change is addressed and explored. The study opens an array of opportunities for another, richer way of looking at adult development. The electronic version of this dissertation is available in the open-access OhioLink ETD Center, www.ohiolink.edu/etd

How Leaders Think: Measuring Cognitive Complexity in Leading Organizational Change

The ability to lead complex organizational change is considered the most difficult leadership responsibility. Habitual linear thinking based on sequential procedural decision making is insufficient when responding to ambiguous and unpredictable challenges and interpreting systemic variables in the context of unforeseen problems, risks, and invisible interrelationships. The purpose of this exploratory multiple case study was to expand our understanding of the structure of the thinking employed by executive leaders as initiators and enablers of complex, large-scale organizational change. The researcher integrated knowledge of adult cognitive development and organizational leadership to examine the higher forms of reasoning abilities required for dealing with the complex and nonlinear nature of change. By using Laske‘s (2009) dialectical thought form (DTF) framework, the researcher explored the existence of dialectical thinking through structural analysis of interviews with 10 senior leaders who successfully transformed their respective organizations. Specifically, the study explored: (1) To what degree do the sponsors of organizational change engage in dialectical thinking in their work? (2) Is complexity of thinking related to complexity of sponsorship roles? (3) What phase of cognitive development must sponsors of transformational change attain to become effective change agents? (4) Does a higher level of dialectical thinking lead to more effective sponsorship of transformational, complex change? The results revealed that all 10 effective leaders were fully developed dialectical thinkers and that each one had a unique pattern of dialectical thinking. Data illustrated how metasystemic thinkers, despite their surface similarities, have deep epistemological differences that indicate profoundly different areas of strength and developmental needs. The potential application of the DTF framework as a developmental tool for expanding cognitive capabilities to deal with complex change is addressed and explored. The study opens an array of opportunities for another, richer way of looking at adult development. The electronic version of this dissertation is available in the open-access OhioLink ETD Center, www.ohiolink.edu/etd

Managing diagnostic uncertainty in primary care: A systematic critical review

Abstract Background Diagnostic uncertainty is one of the largest contributory factors to the occurrence of diagnostic errors across most specialties in medicine and arguably uncertainty is greatest in primary care due to the undifferentiated symptoms primary care physicians are often presented with. Physicians can respond to diagnostic uncertainty in various ways through the interplay of a series of cognitive, emotional and ethical reactions. The consequences of such uncertainty however can impact negatively upon the primary care practitioner, their patients and the wider healthcare system. Understanding the nature of the existing empirical literature in relation to managing diagnostic uncertainty in primary medical care is a logical and necessary first step in order to understand what solutions are already available and/or to aid the development of any training or feedback aimed at better managing this uncertainty. This review is the first to characterize the existing empirical literature on managing diagnostic uncertainty in primary care. Methods Sixteen databases were systematically searched from inception to present with no restrictions. Hand searches of relevant websites and reference lists of included studies were also conducted. Two authors conducted abstract/article screening and data extraction. PRISMA guidelines were adhered to. Results Ten studies met the inclusion criteria. A narrative and conceptual synthesis was undertaken under the premises of critical reviews. Results suggest that studies have focused on internal factors (traits, skills and strategies) associated with managing diagnostic uncertainty with only one external intervention identified. Cognitive factors ranged from the influences of epistemological viewpoints to practical approaches such as greater knowledge of the patient, utilizing resources to hand and using appropriate safety netting techniques. Emotional aspects of uncertainty management included clinicians embracing uncertainty and working with provisional diagnoses. Ethical aspects of uncertainty management centered on communicating diagnostic uncertainties with patients. Personality traits and characteristics influenced each of the three domains. Conclusions There is little empirical evidence on how uncertainty is managed in general practice. However we highlight how the extant literature can be conceptualised into cognitive, emotional and ethical aspects of uncertainty which may help clinicians be more aware of their own biases as well as provide a platform for future research. Trial registration PROSPERO registration: CRD4201502755

Analysis of Q-sorts Measuring Announcer Skill Usefulness as Perceived by Managers of Live and Automated Radio Stations

As more college graduates choose broadcasting as a vocational field, educators and broadcasters must keep the lines of communication open. As new communication technologies become applicable to radio, educators must be aware of what skills are regarded by professionals as most useful to media practititioners. Thus the question, "What skills are most useful?"Mass Communication

Exploring non-resident fatherhood and child well-being in the early years using the Growing Up in Scotland study

Levels of non-resident parenthood in Scotland are substantial. The 2011 Scottish Census indicated 28 per cent of all families with dependent children to be lone parent households. Whilst non-resident parenthood is not synonymous with non-resident fatherhood, 92 per cent of such households were headed by the mother (ONS, 2014). Child well-being in non-resident father households is an issue of concern amongst policy makers and practitioners and both law and policy appear to operate on the principle that the maintenance of non-resident father-child relationships is generally conducive to child well-being. Whilst there is evidence to suggest the well-being of children in non-resident father households is typically poorer than their contemporaries in two natural parent households (Amato and Keith, 1991; Amato, 2005), and indeed evidence to suggest non-resident father involvement may benefit child well-being (Amato and Gilbreth, 1999; Adamsons and Johnson, 2013), the existing research has a number of limitations. Firstly, studies have typically adopted narrow conceptualisations of child well-being. Secondly, few studies have sought to disaggregate the total effects of non-resident fatherhood to consider both those transmitted directly and indirectly via mediating variables. Finally, increasing numbers of non-marital births coupled with evidence suggesting cohabiting relationships to be at an increased risk of breakdown in children’s early years compared to marriages (Greaves and Goodman, 2010), has culminated in increasing levels of early years non-resident fatherhood, an issue which has received less attention in the literature. Using data from the Growing Up in Scotland study this research explores associations between non-resident fatherhood and child well-being and the potential pathways through which such associations may operate. The research conceptualises child well-being as a multi-dimensional construct comprising four key domains: social, emotional and behavioural development, cognitive development, general health and material resources and uses structural equation modelling to consider the extent to which firstly, living in a non-resident father household, and secondly, non-resident father involvement is associated with child well-being directly, or indirectly, via household income, maternal mental health and parenting behaviours. The results show that, relative to two natural parent households, child well-being across each of the four domains is poorer in non-resident father households headed by a lone mother but not in those where the mother has re-partnered. Only one statistically significant direct association was found in the domain of material resources with the results suggesting much of the negative association to be transmitted indirectly via household income and maternal mental health. For those children who were reported as having some form of contact with their father, the results indicate paternal involvement to be indirectly associated with fewer social, emotional and behavioural difficulties via maternal mental health. Finally, consideration of the circumstances and characteristics associated with the maintenance of contact and levels of paternal involvement revealed maternal relationship status to be an important correlate of both contact and involvement whilst parental relationship history and circumstances surrounding the pregnancy were additionally found to be important correlates of contact. This thesis argues that simple dichotomies of father presence / absence can serve to mask the complex network of relationships underlying associations between non-resident fatherhood and child well-being. It also argues that child well-being in non-resident father households would benefit from policies which seek to alleviate financial hardship and support maternal mental health. It suggests that the maintenance of non-resident father-child relationships is potentially beneficial for child well-being and argues that promotion and support of contact and involvement in children’s early years likely requires a targeted approach. It further argues that the role of the non-resident father should be construed broadly to include consideration of support for the wider household in which the child lives