New leader New leader assimilation: assimilation: process and process and outcomesoutcomes

Written By:Written By:

Steven V. ManderscheidSteven V. Manderscheid Alexandre ArdichviliAlexandre Ardichvili

ContentsContents

IntroductionIntroduction Critique of the literatureCritique of the literature Research designResearch design Data analysisData analysis FindingsFindings LimitationsLimitations Implications for organization and Implications for organization and

leadership developmentleadership development

IntroductionIntroduction

According to Challenger, Gray and Christmas (2006), more chief executive officers have left their jobs in 2006 than in any other year.

Liberum Research (2006) also found that it is not CEOs alone who are leaving their positions; turnover among top management in general has been occurring at a furious pace since the middle of 2005.

Gabarro suggest that Gabarro suggest that despite the common occurrence of such transitions, the process of taking charge is perhaps one of the least understood activities in management; and it is a topic that has not been explicitly or systematically studied by either management theorists or organizational psychologists.

Purpose of the studyPurpose of the study The study tested a theory that a facilitated

leadership development intervention called “leader assimilation” for newly appointed leaders and their subordinates will facilitate feedback-seeking and a leader and team dialogue which will accelerate leader/team learning, leader adaptation (socialization), and relationship building between the new leaders and their teams (see the Appendix for individual research questions).

Intervention description (leader assimilation)

It is a five step process ( Schiavoni, 1984):It is a five step process ( Schiavoni, 1984):1. The facilitator meets with the new leader to explain the

process and asks the leader to distribute an invitation to their team asking them to participate in the new leader assimilation.

2. The facilitator meets with the leader’s team independent of the leader. The facilitator solicits feedback from the team.

3. The facilitator summarizes the information (feedback) gathered from the team.

4. The facilitator shares the information with the leader.5. The leader meets with the team, they collectively review the

feedback, and they establish a plan for moving forward. The facilitator attends, but lets the leader facilitate the session.

Critique of the literatureCritique of the literature

Leadership and cultureLeadership and culture Schein (1997) expressed that culture and leadership

are two sides of the same coin and he suggested that the ultimate challenge of leadership is the ability to recognize the limitations of culture and work toward adaptation.

Watkins (2003) suggested that new leaders need to understand the impact of culture on their new situation; and they need to understand which components of culture help or harm performance.

Leader learning and Leader learning and socializationsocialization

socialization refers to the process by which a new member learns the value system, the norms, and the required behavior patterns of the society, organization, or group, which they are entering. ( Shein)

Leadership transitionLeadership transition

According to Bridges, transition is a three-phase process, which includes

an ending a neutral zone and a new beginning

The leader assimilation The leader assimilation processprocess The structured learning intervention or The structured learning intervention or

a leader assimilation is where the a leader assimilation is where the leader interacts with subordinates for leader interacts with subordinates for the purpose of sharing information and the purpose of sharing information and learning can help accelerate learning can help accelerate relationship building and lay a foundation for team effectiveness (Gilmore, 1988; Neff and Citrin, 2005; Petrock, 1990; Schiavoni, 1984; Watkins, 2003).

Research design

They have followed Yin’s (2003) three-phase model which includes the following steps:

1. Define and design.

2. Prepare and collect.3. Analyze and conclude.

Case selectionCase selection

All three cases were secured through the researchers professional networks.

Two of the cases were in not-for-profit organizations and the third case was in a for-profit organization.

All three cases were located in the US and all the participants were Caucasian with almost an equal mix of females and males.

They sought cases where leaders transitioned into new organizations.

Only leaders with a minimum of three years experience in a formal leadership or management role were selected.

Data collection procedureData collection procedure

A proposal was developed and emailed to the A proposal was developed and emailed to the participants.participants.

They have used four primary modes of data collection for each case:

1. Observation during the five steps of the intervention,

2. Documentation review after the intervention, 3. A pre and post survey, and4. 30-to-45-minute individual interviews with the

leader and the leader’s direct reports approximately seven days after the last phase of the intervention.

Data analysisData analysis

The specific analytic technique, pattern The specific analytic technique, pattern matching was used. The goal of the pattern matching was used. The goal of the pattern matching technique was to evaluate the data matching technique was to evaluate the data against the research questions, replicate (or against the research questions, replicate (or not) findings across cases, and draw cross case not) findings across cases, and draw cross case conclusions.conclusions.

They have used the following individual case They have used the following individual case questions to analyze each case:questions to analyze each case:

1.1. Are there significant changes from the pre-survey Are there significant changes from the pre-survey results to the post-survey results? Which items were results to the post-survey results? Which items were influenced the most? Does the evidence from the influenced the most? Does the evidence from the interviews support the survey findings?interviews support the survey findings?

2.2. Which domains within the overarching research Which domains within the overarching research questions was supported by interview and/or survey questions was supported by interview and/or survey data?data?

3.3. What led us to believe the assimilation supported the What led us to believe the assimilation supported the established domains?established domains?

4.4. What explanations can we provide to explain the lack What explanations can we provide to explain the lack of support for one or more of the domains?of support for one or more of the domains?

FindingsFindings

Unit of analysis ( leader)Unit of analysis ( leader)

Domains studied:Domains studied:

1.1. Team’s expectationsTeam’s expectations

2.2. Understanding of teams Understanding of teams cultureculture

3.3. Intent to stayIntent to stay

4.4. StressStress

5.5. Ability to influenceAbility to influence

6.6. Relationship buildingRelationship building

7.7. Open communicationOpen communication

Unit of analysis ( team)Unit of analysis ( team)

Domains studied:Domains studied:

1.1. TrustTrust

2.2. ImpressionImpression

3.3. LearningLearning

4.4. Relationship buildingRelationship building

5.5. Open communicationOpen communication

Domains supported by the dataDomains supported by the data

Unit of analysis ( leader)Unit of analysis ( leader)

1.1. Team’s expectationsTeam’s expectations

2.2. Understanding of teams Understanding of teams cultureculture

3.3. StressStress

4.4. Relationship buildingRelationship building

5.5. Open communicationOpen communication

Unit of analysis Unit of analysis ( team)( team)

1.1. TrustTrust

2.2. LearningLearning

3.3. Relationship buildingRelationship building

4.4. Open communicationOpen communication

From a leader perspective, the five domains are aligned with leader learning, adaptation, and relationship building noted in our theory.

From a team perspective, the four domains trust, open communication, learning, and relationships were aligned with team learning and relationship building noted in our theory.

LimitationsLimitations

Lack of research on leader assimilations was a limitation.

Research was also limited by the number of cases studied.

leader’s inability to control the events between the assimilation and the resulting interviews.

All were external transitions.

Implications for organization and Implications for organization and leadership developmentleadership development This multiple case study is intended to

provide preliminary findings, which may or may not be generalized.

To ensure they properly inform the leader and team of the intent, process, potential risks, and outcomes associated with working through a leader assimilation.

There was evidence to suggest that an outside skilled facilitator increased the willingness on the part of the team to provide honest feedback to the leader.