An Alternative Approach to Analyze Ipsative Data. Revisiting Experiential Learning Theory

The ritualistic use of statistical models regardless of the type of data actually available is a common practice across disciplines. Statistical models involve a series of assumptions whose existence is often neglected altogether, thus making the mentioned common practice even more pervasive. This paper illustrates the consequences of this ritualistic practice within Kolb’s Experiential Learning Theory (ELT) operationalized through its Learning Style Inventory (KLSI). We show how using a well-known methodology in other disciplines -compositional data analysis (CODA)- KLSI data can be properly analyzed. In addition, a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individual’s relative preference for learning by prehension rather than by transformation. Using a sample of European MBA students, we relate this dimension with another self-assessment instrument, the Philosophical Orientation Questionnaire (POQ), and with an observer-assessed instrument, the Emotional and Social Inventory (ESCI-U). Both show plausible statistical relationships. An intellectual operating philosophy is linked to a preference for prehension, whereas a pragmatic operating philosophy is linked to transformation. Self-management and social awareness competencies are linked to a learning preference for transforming knowledge, whereas relationship management and cognitive competencies are more related to approaching learning by prehension

Multisource Assessment for Development Purposes: Revisiting the Methodology of Data Analysis

Multisource assessment (MSA) is based on the belief that assessments are valid inferences about an individual’s behavior. When used for performance management purposes, convergence of views among raters is important, and therefore testing factor invariance across raters is critical. However, when MSA is used for development purposes, raters usually come from a greater number of contexts, a fact that requires a different data analysis approach. We revisit the MSA data analysis methodology when MSA is used for development, with the aim of improving its effectiveness. First, we argue that having raters from different contexts is an integral element of the assessment, with the trait–context dyad being the actual latent variable. This leads to the specification of an Aggregate (instead of the usual Latent) multidimensional factor model. Second, since data analysis usually aggregates scores for each rater group into a single mean that is then compared with the self-rating score, we propose that the test for factor invariance must also include scalar invariance, a pre-requisite for mean comparison. To illustrate this methodology we conducted a 360° survey on a sample of over 1100 MBA students enrolled in a leadership development course. Finally, by means of the study we show how the survey can be customized to each rater group to make the MSA process more effective

The Power of EI Competencies Over Intelligence and Individual Performance: A Task-Dependent Model

Prior research on emotional intelligence (EI) has highlighted the use of incremental models that assume EI and general intelligence (or g) make independent contributions to performance. Questioning this assumption, we study EI's moderation power over the relationship between g and individual performance, by designing and testing a task-dependent interaction model. Reconciling divergent findings in previous studies, we propose that whenever social tasks are at stake, g has a greater effect on performance as EI increases. By contrast, in analytic tasks, a compensatory (or negative) interaction is expected, whereby at higher levels of EI, g contributes to performance at a lesser extent. Based on a behavioral approach to EI, using 360-degree assessments of EI competencies, our findings show that EI moderates the effect of g on the classroom performance of 864 MBA business executives. Whilst in analytic tasks g has a stronger effect on performance at lower levels of EI competencies, our data comes short to show a positive interaction of EI and g in affecting performance on social tasks. Contributions and implications to research and practice are discussed

The innovator’s exagon: Development and validation of a new competency framework

Our study adds to the third stream of EI research (Boyatzis and Sala, 2004) by proposing and empirically testing a new model and the related scale. This model, that encompasses thirty-one behavioral competencies grouped into six different clusters (awareness, action, social, cognitive, exploratory, organizational action), aims to overcome the limits of the extant ESC (Emotional Social and Cognitive) competencies scales considering a comprehensive set of competencies that are increasingly recognized as those that can support organizations and provide a competitive advantage. The paper describes the process of construction and validation of this new scale. First, by using both deductive and inductive approaches, we identified a set of ESC competencies and created a corresponding set of behavioral indicators. We started from consolidated scales developed in the literature related to the third stream of EI research and complemented them with the most recent advancements in the field of behavioral competencies, with a particular focus on the emerging skills for succeeding in the innovation and entrepreneurial endeavors (e.g. Dyer, Gregersen and Christensen, 2008; Puccio, Mance and Murdock 2011). This initial set of competencies has been integrated with the authors’ empirical investigations of managerial and entrepreneurial roles operating in different industries. Then, the items have been tested among experts in the field, obtaining six items for each competency included in the framework. Then, we proceeded with the items’ refinement (face and content validity) asking potential users to match each item to its corresponding competency. Concerning the validation process, the paper presents the results of a pilot study conducted with samples of Italian and Spanish university students. We assessed the construct validity and reliability according to the items’ reflective or formative nature within each competency construct. Then, we tested factor invariance between Italian and Spanish versions of the questionnaire. We conclude discussing the research and managerial implications of the new instrument

The innovator’s exagon: Development and validation of a new competency framework

Our study adds to the third stream of EI research (Boyatzis and Sala, 2004) by proposing and empirically testing a new model and the related scale. This model, that encompasses thirty-one behavioral competencies grouped into six different clusters (awareness, action, social, cognitive, exploratory, organizational action), aims to overcome the limits of the extant ESC (Emotional Social and Cognitive) competencies scales considering a comprehensive set of competencies that are increasingly recognized as those that can support organizations and provide a competitive advantage. The paper describes the process of construction and validation of this new scale. First, by using both deductive and inductive approaches, we identified a set of ESC competencies and created a corresponding set of behavioral indicators. We started from consolidated scales developed in the literature related to the third stream of EI research and complemented them with the most recent advancements in the field of behavioral competencies, with a particular focus on the emerging skills for succeeding in the innovation and entrepreneurial endeavors (e.g. Dyer, Gregersen and Christensen, 2008; Puccio, Mance and Murdock 2011). This initial set of competencies has been integrated with the authors’ empirical investigations of managerial and entrepreneurial roles operating in different industries. Then, the items have been tested among experts in the field, obtaining six items for each competency included in the framework. Then, we proceeded with the items’ refinement (face and content validity) asking potential users to match each item to its corresponding competency. Concerning the validation process, the paper presents the results of a pilot study conducted with samples of Italian and Spanish university students. We assessed the construct validity and reliability according to the items’ reflective or formative nature within each competency construct. Then, we tested factor invariance between Italian and Spanish versions of the questionnaire. We conclude discussing the research and managerial implications of the new instrument