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��ࡱ�>�� rt����q��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� �r��%bjbj����22����� ������������������8g$k.i4�� ��h�h�h�h�h�h�hbj�mh�h�������h��4�hkkk�����hk��hkkk����pgf�pg�mjk�h�h0.iklm�jlmkkn/lm��f$��k������h�ha ���.i������������������������������������������������������������������������lm���������� �: the leadership quarterly volume 21, issue 4, aug. 2010 1. title: evaluating leadership coaching: a review and integrated framework. authors: ely, katherine; boyce, lisa a.; nelson, johnathan k.; zaccaro, stephen j.; hernez-broome, gina; whyman, wynne. abstract: leadership coaching reflects an evolving dynamic between the client and coach that is qualitatively different from most approaches to leadership development and therefore holds particular challenges for evaluation. based on reviews of academic and practitioner literatures, this paper presents an integrated framework of coaching evaluation that includes formative evaluations of the client, coach, client�coach relationship, and coaching process, as well as summative evaluations based on coaching outcomes. the paper also includes a quantitative synthesis examining evaluation methodologies in 49 leadership coaching studies. the results revealed that self-reported changes in clients'' leadership behaviors are the most frequently assessed coaching outcome, followed by clients'' perceptions of the effectiveness of coaching. recommendations to advance coaching evaluation research include the creation of collaborative partnerships between the evaluation stakeholders (client, coach, client''s organization, and coaching organization) to facilitate systematic formative evaluations, the collection of multi-source and multi-level data, and the inclusion of distal outcomes in evaluation plans. 2. title: social network analysis and the evaluation of leadership networks. authors: hoppe, bruce; reinelt, claire. abstract: leadership development practitioners are increasingly interested in social networks as a way to strengthen relationships among leaders in fields, communities, and organizations. this paper offers a framework for conceptualizing different types of leadership networks and uses case examples to identify outcomes typically associated with each type of network. evaluating leadership networks is a challenge for the field of leadership development. social network analysis (sna) is an evaluation approach that uses mathematics and visualization to represent the structure of relationships between people, organizations, goals, interests, and other entities within a larger system. in this article we describe core social network concepts and the application of them to illuminate the value of sna as an evaluation tool. 3. title: �sorting out� collective leadership: how q-methodology can be used to evaluate leadership development. authors: militello, matthew; benham, maenette k.p. abstract: q-methodology has proven to be an effective way to solicit participants'' perceptions of outcomes. in this article, q-methodology is described as a data collection tool that can be used to better evaluate the development of collective leadership. additionally, this methodology provided a valuable tool for participants themselves (leadership development) and evaluators (evaluation development). in writing this article, we drew upon data from a longitudinal study of the kellogg leadership for community change (klcc) initiative at six sites from 2002 through 2007 where multiple data collection strategies were employed, including q-methodology. 4. title: estimating return on leadership development investment. authors: avolio, bruce j.; avey, james b.; quisenberry, david. abstract: when making capital investment decisions organizational leaders are trained to consider the financial return on investment. yet, the same expectation typically does not exist for investments in leadership training. we suggest that decisions regarding leadership training and development ought to use a similar approach as the process leads to organizations incurring cost for an anticipated benefit, like any other investment. in the current paper, we describe how to estimate the return on leadership development investment (rodi) and the implications for measuring organizational effectiveness from such analyses. using different guiding assumptions, scenarios, length of the intervention, and level of management participating in the leader development program, the expected return on investment from leadership development interventions ranged from a low negative rodi to over 200%. 5. title: hierarchical linear modeling as an example for measuring change over time in a leadership development evaluation context. authors: gentry, william a.; martineau, jennifer w. abstract: one of the difficulties in evaluating leadership development is measuring whether and how people change over the time period of the leadership development initiative. even when change over time is an inherent part of the design and evaluation of leadership development, events may occur outside of the control of evaluators that limit the effectiveness of adequately and accurately assessing change over time. with data from a leadership development initiative designed to account for change over time, this article suggests hierarchical linear modeling (hlm) as a multilevel methodological technique to assess change over time in a leadership development context. this article will use real change over time data from a leadership development initiative and discuss the logic and rationale of hlm. we use hlm as an example of a multilevel methodological tool to investigate typical change over time questions in leadership development evaluation. 6. title: leader self-development: a contemporary context for leader development evaluation. authors: orvis, karin a.; ratwani, krista langkamer. abstract: organizations are moving toward self-development as a means to supplement formal leader development programs. however, the highly individualized nature of self-development presents unique challenges for evaluation. we suggest a mixed methods approach, including not only a summative evaluation (i.e., examining self-development outcomes), but also emphasizing a formative evaluation (i.e., examining why certain self-development activities are more or less effective). accordingly, the purpose of this article is threefold. we first introduce a taxonomy of attributes indicative of the effectiveness level of a leader self-development activity. second, we present a methodology for utilizing this taxonomy to evaluate whether a given self-development activity, or collection of activities, is higher or lower in effectiveness. we also describe some data from two field studies to illustrate the link between this taxonomy and the performance outcomes of task performance, team performance, and leader adaptive performance. finally, we discuss the practical implications of undertaking an evaluation utilizing this taxonomy. 7. title: the evaluation of two key leadership development program components: leadership skills assessment and leadership mentoring. authors: solansky, stephanie t. abstract: this study evaluated two key components in leadership development programs: a 360-degree assessment of leadership skills and leadership mentoring. the participants in this study include 303 individuals in a leadership development program and 41 leadership mentors. the methodology and underlying rationale for using the two methods selected to evaluate the program are described. the results illustrate the degree to which mentees open up when mentors focus more on coaching and less on compliance and when mentors initiate personal contact with the mentees more often. the results also indicate that self-reports and observer-reports are statistically significantly different from one another. implications and limitations are discussed.      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