Analysis of Considerate Leadership as a Measure of Organizational Effectiveness in Higher Education Institutions

1. Considerate Leadership as a
Measure of Effectiveness
in Medical and Higher Education:
Analysis of Supervisory/Managerial
Leadership
Rana Zeine, MD, PhD, MBA
Associate Professor
Saint James School of Medicine

2. ‘Consideration’ Dimension
The Extent to Which Managers Are
Personally Supportive and Considerate
of their Direct Reports
A People-Oriented Style of
Supervisory / Managerial Leadership
Supportive, Participative, Interactions Create a
Positive Psychological Environment
that Supports Goal Attainment
Cooke,1997. OEI®. Plymouth, MI: Human Synergistics; Mulki & Jaramillo,
2011; Yukl 2012

3. Behavioral
Norms
CURRENT
CULTURE
Desired
Values
IDEAL
CULTURE
MISSION
&
PHILOSOPHY
Systems
Structures,
Technology,
Skills &
Qualities
CAUSAL
FACTORS
Individual,
Group &
Organizational
OUTCOMES
Cooke & Szumal (2000). Using the Organizational Culture Inventory to Understand
the Operating Cultures of Organizations. In Ashkanasy, Wilderom & Peterson (Eds),
Handbook of Organizational Culture and Climate. Thousand Oaks, CA: Sage.
T
H
E
O
R
E
T
I
C
A
L
M
O
D
E
L
Evolve
Leadership
Consideration
EFFECTIVENESS
B ‘Best Fit’

4. Supervisory / Managerial
Relationships in Higher Education
♦ Most Relationships Between Higher Education
Professionals and their Followers are Structured to
Support Teaching, Learning, Training, and
Mentoring
♦ To Facilitate the Transferal of Competencies &
Expertise
♦ Examples of Supervisory / Managerial
Relationships
(a) the Supervision of Graduate Students by
Mentors

5. ‘Individualized Consideration’
A Component of Transformational Leadership
Theory
♦ Supportive Leadership: Focused on
Understanding the Needs of Followers
♦ Developmental Leadership: Focused on
Empowering Followers Towards Attaining
Higher Levels of Potential
♦ Empathy and Concern for Individual Needs of
Followers Bass et al. 1996; Avolio & Bass 1999; Rafferty & Griffin

6. ‘Considerate Leadership’
Core of Path-Goal Theory of Leadership
(Supervision)
Supervisors Can Affect the Motivation and
Performance of their Subordinates by
Ensuring that They “Experience Intrinsic
Satisfaction” as a Result of Attaining Work
Goals
House 1996

7. Objective
To Assess Levels of CONSIDERATION
in Higher Education Institutions

8. Survey Methods: Organizational
Effectiveness Inventory (OEI®)
• Online OEI® Survey: March 1st to April 2nd , 2012
• Likert-type Scales to Quantitate Responses
• Mean Score Results Were Compared to
1) the Historical Average: 50th percentile = Median
of OEI® Scores Obtained from Members of 1084
Organizational Units, and to
2) Constructive Benchmarks = Median of OEI®
Results from Members of 172 Organizational
Units with Predominantly Constructive
Operating Cultures
Cooke, R.A. 1997. Organizational Effectiveness Inventory®. Plymouth, MI:
Human Synergistics
http://www.humansynergistics.com

9. Home Countries of Institutional Affiliations of
52 Higher Education Professionals Surveyed
0 2 4 6 8 10 12 14 16 18 20 22 24
USA
India
UK
Australia
France
Ethiopia
Egypt
Macedonia
Costa Rica
Jordan
Wales
New Zealand
Canada
Spain
Denmark
Greece
nd
Number of Respondents
North
America
Europe
India
Australia
Latin America
Middle East
Africa

10. Gender & Organizational Level
Distributions of OEI® Respondents
0% 5%10%15%20%25%30%35%40%45%50%
Gender
Female
Male
nd
Organizational Level
Faculty / Professor
Director
Department Chair
Associate Dean
Dean
Provost / Dean Academic Affairs
President
nd
Percent of Respondents
D
E
M
O
G
R
A
P
H
I
C
S

11. Years with Organizational & Education
Level Distributions for OEI® Respondents
Percent of Respondents
0% 10% 20% 30% 40%
Years with Organization
< 6 months
6 months to 1 year
1 to 2 years
2 to 4 years
4 to 6 years
6 to 10 years
10 to 15 years
>15 years
nd
Education
Professional degree (Certificate)
Master’s degree
Doctorate degree
MD / PhD
JD
Other
D
E
M
O
G
R
A
P
H
I
C
S

12. Organizational Type & Institutional Level
Distributions for OEI® Respondents
Percent of Respondents
0% 10% 20% 30% 40% 50%
Type of Higher Educational Institution
For-profit, Public
For-profit, Private
Not-for-profit, Public
Not-for-profit, Private
Institutional Level
Associate's College
Bachelor's College
Master's College / University
Doctorate-granting University
Special Focus Institution
nd
D
E
M
O
G
R
A
P
H
I
C
S

13. Supervisory Managerial Leadership:
Consideration
Undesirable
L
e
a
d
e
r
s
h
i
p
S
k
i
l
l
s
Constructive Benchmark
n = 52
n = 8
n = 30
n = 10
0 1 2 3 4 5
Total
Not-for-profit, Private
Not-for-profit, Public
For-profit, Private
For-profit, Public
Administrators
Faculty
Male
Female
Mean Score
± SE
Historical Average
Median, 50th
percentile
n = 4
n = 20
n = 25
n = 26
n = 25

14. Consideration Levels Are Undesirable in
Higher Education Institutions
• Scores Fell Below the Historical Average and the
Constructive Benchmark for Total Respondents, and
for Faculty, Administrators, Male, Female, Private- &
Public Not-For-Profit, and Private For-Profit
Subgroups
• Females Trended Higher than Males
• Scores for the Small Public For-Profit subgroup
Reached the Historical Average, and Showed Wide
Variations that Rose Above the Constructive
Benchmark

15. Discussion on Interactional Injustice
• Incivility Problems: Hostile Behaviors ↔ Humiliation,
Belittlement, Intimidation, Mistreatment, Threatening,
Academic Harassment, Bullying, Abuse, Workplace
Aggression or Violence, Demeaning Acts, ‘Teaching
Through Humiliation” (Cookson 2006; Morse 2010; Hershcovis
2011)
• Bullying: A Learned Behavior Perpetuated by Overly
Competitive Work Environments and Reward
Systems that Encourage Overly Aggressive
Behaviors (Lewis 2006)
• Excessive Passive/Defensive and
Aggressive/Defensive Cultural Styles, and Insufficient
Constructive Styles, Found in Higher Education

16. Current
Culture
Ideal Culture OCI®
SUBGROU
PS
NOT-FOR-PROFIT
FOR-PROFIT
N=34
N=24
N=17
N=12
CONSTRUCTI
VE
AGGRESSIV
E
DEFENSIVE PASSIVE
DEFENSIV
E
50th Percentile
(Historical)
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
O
C
I
R
e
s
u
l
t
s
Zeine, Boglarsky,
Blessinger & Hamlet,
2011

17. T
H
E
O
R
E
T
I
C
A
L
M
O
D
E
L
Impact of Culture on Effectiveness
Effective, Creative
Self-Enhancing
Develop Others
Coercive
Abrupt
Cynical
Receptive
Sustainability
Noncommittal
Self-Protecting
Volatility
Vulnerability
Confrontational
Withdraw
Research and development by Cooke & Lafferty. Copyright © by Human Synergistics International. All Rights Reserved.

18. Vulnerabilities in Higher Education
Segments
Examples of Issues that Are Brought to the Attention
of the Ombudsman by Graduate Students Include
• (A) Concerns That an Adviser is Delaying their
Student’s Degree Progress in Order to Retain a
Cheap Source of Labor
• (B) Situations in which a Faculty Member Is Taking
Advantage of a Student Research Assistant who
Fears Losing their Visa Status
• (C) One Trainee Is Being Given Credit For Another
Student’s Work
Morse, 2010

19. Vulnerabilities in Medical Education &
Training
Percentages of Medical Students, Surveyed at 16 US Medical Schools, who
Experienced Belittlement and Harassment from Residents or Clinical
Professors
Subspecialty Residents Clinical Professors
Belittleme
nt
Harassme
nt
Belittlement Harassmen
t
Psychiatry 77 % 38 % 66 % 21 %
Family Medicine 75 % 32 % 69 % 30 %
General Internal
72 % 28 % 65 % 25 %
Medicine
Emergency Medicine 71 % 30 % 64 % 22 %
Surgery 70 % 28 % 60 % 24 %
Pediatrics 73 % 22 % 67 % 20 %
Public Health,
69 % 27 % 62 % 22%
Preventive medicine,
Urology, other
Anesthesiology,
Pathology or
70 % 27 % 60 % 16 % Data are adapted from Frank, E. et al., Copyright 2006 by the British Medical Journal

20. Recommendations for Implementing
Consideration in Higher Education
Culture
• Reduce the Use of Passive/Defensive and
Aggressive/Defensive Cultural Styles
• Promote Constructive Styles in Supervisory /
Managerial Relationships in Higher Education
Institutions (Sanilippo, Bendapudi, Rucci & Schlesinger, 2008;
Zeine, Boglarsky, Blessinger & Hamlet, 2011)
• Address Antecedent Factors such as Job Insecurity
• Eliminate Reasons for Resistance to Change
• Monitor Employee/Trainee Well-Being, Job
Satisfaction and Student Satisfaction Regularly and
Address the Feedback Systemically

21. Recommendations for Implementing
Consideration in Higher Education
Practices
• Improve Professional Standards: Define Disruptive
and Inappropriate Behavior and Implementation
Procedure
• Raise Awareness and Provide Training for
Educators/Supervisors on Considerate Leadership
Styles
• Adopt Learner-Centered Teaching, Active Learning
and Adult Learning Theory

22. Acknowledgements Considerate
Leadership… in Higher Education Institutions
Organizational Cultures: An International Journal
Edward Daly
Community College of Rhode Island, Warwick, RI
Patrick Blessinger
Higher Education Teaching & Learning Association
(HETL)
Cheryl Boglarsky
Human Synergistics International, Inc.
Alwyn Gilkes
Bronx Community College, City University of New
York, NY
Mary Kurban