Ricard Serlavós

Measuring and mapping team interaction

Purpose – The purpose of this paper is four‐fold: to highlight the emerging stream of team interaction in research; to present a methodology to measure and map out team interaction; to compare team interaction between US and Spanish MBA teams so as to identify any differences between the two cultures; and to propose team interaction focused programs in educational institutions and organizations.Design/methodology/approach – The study used a quantitative research design and administered a survey that captures ten aspects of team interaction in four major dimensions to 32 US MBA teams (n = 176) and 31 Spanish MBA teams (n = 152) engaged in the same group exercise and used ANOVA analysis to compare the two groups.Findings – The findings show that the US and Spanish teams differ only in the diverging dimension of their actual team interaction (F = 26.42, p  <  0.000). A comparative analysis of the ideal team interaction show that both MBA samples desire increased levels of the diverging (F = 3...

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 which we dare to call type zero error. Statistical models involve a series of assumptions whose existence is often neglected altogether, this is specially the case with ipsative data. This paper illustrates the consequences of this ritualistic practice within Kolbs 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) and log ratio transformations—KLSI data can be properly analyzed. In addition, the method has theoretical implications: a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individuals relative preference for learning by prehension rather than by transformation. Using a sample of international 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 Competency Inventory (ESCI-U). Both show plausible statistical relationships. An intellectual operating philosophy (IOP) is linked to a preference for prehension, whereas a pragmatic operating philosophy (POP) 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.

Reassessing the Effect of Survey Characteristics on Common Method Bias in Emotional and Social Intelligence Competencies Assessment

Since the idea of method variance was inspired by D. T. Campbell and Fiske in 1959, many papers have demonstrated an ongoing debate about both its nature and impact. Often, method variance entails an upward bias in correlations among observed variables—common method bias. This article reports a split-ballot multitrait–multimethod experimental design for estimating 2 opposite biases: the upward biasing method variance from the reaction to the length of the response scale and the position of the survey items in the questionnaire and the downward biasing effect of poor data quality. The data are derived from self-reported behavior related to emotional and social competencies. This article illustrates a methodology to estimate common method bias and its components: common method scale variance, common method occasion variance, and the attenuation effect due to measurement errors. The results show that common method variance has a much smaller impact than random and systematic measurement errors. The results also corroborate previous findings: the greater reliability of longer scales and the lower reliability of items placed toward the end of the survey.

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 EIs 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.

Design and Evaluation Process of a Personal and Motive-Based Competencies Questionnaire in Spanish-Speaking Contexts

Most questionnaires used for managerial purposes have been developed in Anglo-Saxon countries and then adapted for other cultures. However, this process is controversial. This paper fills the gap for more culturally sensitive assessment instruments in the specific field of human resources while also addressing the methodological issues that scientists and practitioners face in the development of questionnaires. First, we present the development process of a Personal and Motive-based competencies questionnaire targeted to Spanish-speaking countries. Second, we address the validation process by guiding the reader through testing the questionnaire construct validity. We performed two studies: a first study with 274 experts and practitioners of competency development and a definitive study with 482 members of the general public. Our results support a model of nineteen competencies grouped into four higher-order factors. To assure valid construct comparisons we have tested the factorial invariance of gender and work experience. Subsequent analysis have found that women self-rate themselves significantly higher than men on only two of the nineteen competencies, empathy (p < .001) and service orientation (p < .05). The effect of work experience was significant in twelve competencies (p < .001), in which less experienced workers self-rate higher than experienced workers. Finally, we derive theoretical and practical implications.

Leadership Education: Theory and Practice

Leadership theory has evolved from an emphasis on traits and behavioral styles, to the more interactive theories associated with contingency theory, transactional and transformational leadership, and the emerging areas of servant leadership and shared leadership. The implication of evolving leadership theory for the education and development of leaders is explored as well as the methods commonly associated with developing leaders. Methodological issues related to research on leadership education and emerging areas related to developing leaders are also discussed.