Leadership Development in Korea: A Delphi Study Headings must be in bold. 6th edition guidelines prior to Ed manual for more
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1 Research and Theory Abstract ~Sample Paper~ Insert page number. 1 Leadership Development in Korea: A Delphi Study Headings must be in bold. Refer pp in the APA 6 th Myungweon Choi, University of Georgia Review and comply with APA 6th edition guidelines prior to Ed manual for more information on headings. Hea Jun Yoon, University of Minnesota submitting your final paper.. Chang-Wook Jay Jeung, University of Minnesota Keywords: leadership development, leadership competency, Delphi method Global leadership competencies refer to a core set of universal qualities effective leaders need to have regardless of the organization for which they work, the position they hold, their country of origin, or their functional orientation (Black, Morrison, & Gregersen, 1999; Morrison, 2000). Since many corporations are facing similar challenges and opportunities in the global market, a certain set of leadership competencies and specific forms of leadership development may be universally important in leading organizational change and delivering value to customers (Yeung & Ready, 1995). The discussion of global leadership competencies and development has contributed much to the leadership research and practices. Universal importance, however, does not mean that the leadership competencies and development methods are totally applicable across countries and cultures. Many researchers argue that leadership processes must reflect the culture in which they are found and vary depending on cultural constraints and values (Den Hartog, House, Hanges, Ruiz-Quintanilla, & Dorfman, 1999; Dorfman, Howell, Hibino, Lee, Tate, & Bautista, 1997; Hofstede, 1980; House, 1995; Jackofsky, Slocum Jr., & McQuaid, 1988; Morrison, 2000). The problem is that, while The copyright year for this studies on the universal qualities of effective leaders and conference general will suggestions be 2012 for so, leadership please type 2012 in the line below. development Make are sure abundant, to add the attempts correct to examine these issues in relation to the characteristics of a copyright symbol in the text particular below. society are relatively rare (Conner, 2000; Morrison, 2000; Yeung & Ready, 1995). Copyright 2011 Myungweon Choi, Hea Jun Yoon, Chang-Wook Jay Jeung
2 2 The purpose of this study was to identify the leadership competencies most required for organizations in South Korea (henceforth, Korea) and to examine the characteristics of their leadership development practices. To address the latter issue, this study focused on the forms as well as the enablers and barriers of successful leadership development. The research questions of this study were: (1) What are the leadership competencies required most for corporate leaders in Korea? (2) What are the most effective methods for developing the leadership competencies? (3) What are the barriers and enablers to successful leadership development programs? Methods This study aimed to examine the most valued leadership competencies and the characteristics of leadership development practices in the Korean context. In order to fulfill this purpose, the Delphi method was used. This method requires the involvement of a panel of qualified experts and several iterations of a questionnaire to collect data. By obtaining the most reliable consensus of a group of experts through the process, researchers can identify and prioritize issues and develop a framework to understand them (Okoli & Pawlowski, 2004). In order to select the participants, we first used the list provided by the Korea Fair Trade Commission and the Korea Chamber of Commerce and Industry and identified the business conglomerates which have their own leadership development centers. Among those, 50 major organizations as well as their leadership development centers and major subsidiary companies were contacted by , and 15 of them showed the intention to participate in the Delphi process. Each participating organization selected one of their leadership development experts as the representative of the organization. In sum, the final participants were composed of a panel of 15 experienced leadership development practitioners from 15 Korean major for-profit organizations in a variety of industries (including automotive, semiconductor, banking, and
3 3 telecommunications industries to name a few). We adopted a Delphi approach of three rounds: a brainstorming stage, a narrowing down stage, and a ranking stage. In the first round, an invitation was sent to each of 15 participants with the consent form about anonymity and confidentiality issues as well as explanation of the process and schedule. Three research questions with the online Delphi instrument were provided in an open-ended format. In the second round, participants were asked to rate items drawn from the responses to the first round based on the seven-point Likert scale, indicating how much they considered each item to be important. After the second round, we calculated the relative importance of each item and formed a set of significant top ten items for each question as the basis for the next round. In the third round, participants were asked to rank the top ten items for the first and third research question in order of importance. Kendall s coefficient of concordance (also known as Kendall s W) was calculated along with mean rank and standard deviation as a consensus criterion showing the level of consensus among the participants (Nevo & Chan, 2007; Schmidt, 1997; Siegel & Castellan, 1998). Kendall s coefficient of concordance ranges from zero to one, indicating the degree of consensus reached by the panel (strong consensus for W>.7; moderate consensus for W=.5; and weak consensus for W<.3) (Schmidt et al., 2001). Findings Research Question 1 Research question 1 was What are the most important leadership competencies for corporate leaders in Korea? Table 1 lists the ten most important leadership competencies of executive level leaders identified by the participants. The participants reached the consensus that identifying and articulating a vision is the most important leadership competency for executive
4 4 level leaders, followed by leading change and innovation and business insight. Table 1 Ranking of Leadership Competencies for Executive-Level Leaders Rank Leadership competencies Mean rank (SD) 1 Identifying and articulating a vision 1.60 (1.68) 2 Leading change and innovation 3.87 (2.45) 3 Business insight 4.07 (2.52) 4 Decision-making skills 5.53 (2.45) 5 Understanding and sharing a vision 6.07 (3.06) 6 Ethics and integrity 6.27 (2.60) 7 Communicating effectively 6.33 (2.26) 8 Entrepreneurship 6.73 (2.81) 9 Motivating followers 7.07 (1.67) 10 Enhancing creativity and autonomy 7.47 (1.96) Note: Kendall s W=.356, [9]=48.08, p<.001 In addition, the leadership competencies in Table 2 indicate the most important leadership competencies of middle level leaders identified by the participants. Performance management, demonstrating enthusiasm for achieving business goals, and communicating effectively were identified as the top three most agreed-upon competencies required for middle level leaders in Korea. Table 2 Ranking of Leadership Competencies for Middle-Level Leaders
5 5 Rank Leadership Competencies Mean rank (SD) 1 Performance management 2.20 (1.74) 2 Demonstrating enthusiasm for achieving business goals 4.40 (3.50) 3 Communicating effectively 4.87 (2.56) 4 Coaching followers 5.07 (2.49) 5 Building teamwork 5.53 (2.61) 6 Motivating followers 5.73 (2.22) 7 Providing a role model to follow 6.20 (2.83) 8 Managing projects 6.33 (2.29) 9 Demonstrating responsibility 6.73 (2.34) 10 Managing self for career development 7.93 (2.63) Note: Kendall s W=.259, [9]=34.97, p<.001 Research Question 2 The second research question of this study was What are the most effective methods for developing the leadership competencies? In the first and second rounds, participants were asked to identify the most frequently used leadership development methods in their organizations. Based on the responses, the top ten methods frequently used by organizations in Korea were identified: coaching, success case, action learning, 360-degree feedback, simulation, job rotation, case study, task force team, lecture, and MBA program. In the third round, participants were asked to select the most effective leadership development method for each competency identified in research question 1 (see Table 1 and Table 2). Ten major methods identified from the first two rounds were provided for selection in the questionnaire. Table 3 and Table 4 show
6 6 the leadership competencies required most for executive/middle level leaders and the most effective methods for developing each of these competencies, respectively.
7 7 Table 3 Most Effective Learning Methods by Key Leadership Competencies of Executive Level Leaders in Korea Leadership competencies Coaching Success case Action learning 360-degree feedback Simulation Job rotation Case study Task force team Identifying and articulating a vision Recognizing a need for change and leading innovation Business insight Decision-making skills Understanding and sharing a vision Ethics and integrity Communication skills Entrepreneurship Motivating others Creating a culture of creativity and autonomy Lecture MBA program Note. = the most effective method(s) for developing a leadership competency; the second most effective method(s) for developing a leadership competency
8 8 Table 4 Most Effective Learning Methods by Key Leadership Competencies of Middle Level Leaders in Korea Leadership competencies Coaching Success case Action learning 360-degree feedback Simulation Managing performance Ability and enthusiasm to attain business goals Communication skills Coaching followers Building teamwork Motivating others Setting an example for followers to imitate Project management skills Sense of responsibility Self-management (career development and time management) Job rotation Case study Task force team Lecture MBA program Note. = the most effective method(s) for developing a leadership competency; the second most effective method(s) for developing a leadership competency
9 9 Research Question 3 The third research question of this study was What are the barriers and facilitators to successful leadership development programs? Table 5 outlines the top ten barriers to successful leadership development programs in the order given by the participants. The responses indicate that lack of organization s long-term subsequent support for leadership development, lack of validating the effect of leadership development programs, and lack of strategic integration between leadership development and career development represent the top three barriers to successful leadership development. Table 5 Top Ten Barriers Inhibiting Successful Leadership Development Programs Rank Barriers Mean rank (SD) 1 Lack of organization s long-term subsequent support for leadership 3.60 (2.16) development 2 Lack of validating the effect of leadership development programs 3.93 (2.28) 3 Lack of strategic integration between leadership development and career 4.20 (2.46) development 4 Inconsistent policy and philosophy related to leadership development 4.53 (3.27) after changes in top management 5 Lack of objective diagnostic tools to measure leadership competencies 5.07 (2.76) 6 Lack of consensus for effective leadership development programs 5.87 (2.85) 7 Failure to rearrange work schedules for leadership training participants 6.07 (2.49) 8 Lack of support for the application of knowledge from action learning 6.53 (2.36) into practice 9 Difficulty in proceeding with leadership development program due to 7.33 (2.99) changes in organizational structure 10 Difficulty in utilizing high performance human resources as internal 7.87 (2.13) lecturers due to their heavy workloads Note: Kendall s W=.235, [9]=31.68, p<.001
10 10 Lack of organization s long-term subsequent support for leadership development was considered the greatest barrier to leadership development. Due to poor evaluation of leadership training outcomes, lack of validating the effect of leadership development programs was considered the second greatest barrier. Further, other issues identified as barriers by participants include lack of strategic integration between leadership development and career development, inconsistent policy and philosophy related to leadership development, lack of objective diagnostic tools to measure leadership competencies, and so on. Interestingly, heavy workloads hindered employees from participating to leadership development programs and organizations from utilizing highly experienced and knowledgeable employees as in-company lecturers. Next, the top ten facilitators to successful leadership development programs are listed in Table 6. The most important facilitator identified by the participants are CEO and top management s strong long-term support for leadership development, followed by supervisor support for effective leadership training transfer and linking HRD and HRM. Results showed that three facilitators out of ten related to organizational support for leadership development. With regard to leadership development system and process, participants indicate the importance of developing a company s own leadership competency model, leadership diagnostic tool, and effective learning transfer system. Another facilitator related to the content of leadership development includes the emphasis on the company s core values. Participants further agreed that employees should be responsible for their own leadership development through continuous self-development efforts even after leadership training. Finally, despite the increasing importance of cultivating leadership competencies, continuous marketing for core leadership development programs was seen as a vehicle for facilitating leadership development.
11 11 Table 6 Top Ten Facilitators to Successful Leadership Development Programs Rank Facilitators Mean rank (SD) 1 CEO and top management s strong long-term support for leadership 2.87 (2.39) development 2 Supervisor support for effective leadership training transfer 3.93 (1.53) 3 Linking HRD and HRM 4.67 (2.77) 4 Building consensus on leadership development programs among key 4.93 (2.76) decision makers 5 Developing an organization s own leadership model and leadership 5.53 (2.83) diagnostic tools 6 Establishing an iterative process of leadership training-transfer-feedback 5.60 (2.47) 7 Supervisor support for rearranging work schedules for active 6.00 (2.78) participation in leadership development program 8 Leadership development curricula focusing on core values 6.53 (3.00) 9 Continuous self-development after leadership training 6.87 (2.72) 10 Continuous marketing for the importance of leadership development 8.07 (2.28) Note: Kendall s W=.245, [9]=33.04, p<.001 Discussion The leadership competencies models and leadership development methods developed mostly in the North America (Yukl, 1998) may not be necessarily applicable to leadership elsewhere (Hofstede, 1993; House, 1995). By examining the leadership competencies and the characteristics of leadership development practices (focusing on their forms, enablers, and barriers) within the context of the participating Korean organizations, this study shed light on the applicability of global leadership competencies and development methods to the Korean society. This study has implications for HRD practices in the Korean organizations as well as the multinational organizations operating in Korea or other Asian countries. From the standpoint of
12 12 multinational organizations, it is critical for leaders to have the competencies crucial for leadership effectiveness within the context of a host country (Yeung & Ready, 1995). Without those leadership competencies, a leader may not be effective in interactions with the country s employees, customers, and other stakeholders. When it comes to local organizations, it is insufficient for them to adopt the global leadership competency models or benchmarks from the organizations with worldwide fame. They must define and develop leadership competencies based on their own contexts (especially, national and organizational culture), needs, and challenges (Yeung & Ready, 1995). The findings of this study can help organizations in Korea and other countries with similar cultural patterns prepare their leaders to be effective in performing their roles as well as help the multinational organizations that interact with the people in those countries. By adopting the Delphi method, this study might not have captured in-depth understanding leaders have concerning their roles and competencies. Future research using the interpretive approach to leadership competencies (e.g., Sandberg, 2000) can potentially help researchers overcome these limitations and will greatly enhance our understanding of leadership competencies and leadership development practices in Korea.
13 13 References Reference list begins on a new page. Refer pp.108 of the APA 6 th Ed. manual for more information. Black, J. S., Morrison, A. J., & Gregersen, H. B. (1999). Global explorers: The next generation of leaders. New York, NY: Routledge. Conner, J. (2000). Developing the global leaders of tomorrow. Human Resource Management, 39(2/3), doi: / x(200022/23)39:2/3<147::aid-hrm5>3.0.co;2- T Den Hartog, D. N., House, R. J., Hanges, P. J., Ruiz-Quintanilla, S. A., & Dorfman, P. W. (1999). Culture specific and cross-culturally generalizable implicit leadership theories: Are attributes of charismatic/transformational leadership universally endorsed? The Leadership Quarterly, 10(2), doi: /s (99) Dorfman, P. W., Howell, J. P., Hibino, S., Lee, J. K., Tate, U., & Bautista, A. (1997). Leadership in Western and Asian countries: Commonalities and differences in effective leadership processes across cultures. The Leadership Quarterly, 8(3), doi: /s (97) Hofstede, G. H. (1980). Culture s consequences: International differences in work-related values. Beverly Hills, CA: Sage. Hofstede, G. H. (1993). Cultural constraints in management theories. Academy of Management Executive, 7(1), Retrieved from House, R. J. (1995). Leadership in the 21st century: A speculative enquiry. In A. Howard (Ed.), The changing nature of work (pp ). San Francisco, CA: Jossey Bass. Jackofsky, E. F., Slocum Jr., J. W., & McQuaid, S. J. (1988). Cultural values and the CEO: Alluring companions? The Academy of Management Executive, 2(1), Retrieved from
14 14 Morrison, A. J. (2000). Developing a global leadership model. Human Resource Management, 39(2-3), doi: / x(200022/23)39:2/3<117::aid- HRM3>3.0.CO;2-1 Nevo, D., & Chan, Y. E. (2007). A Delphi study of knowledge management systems: Scope and requirements. Information and Management, 44, doi: /j.im Okoli, C., & Pawlowski, S. D. (2004). The Delphi method as a research tool: An example, design considerations and applications. Information & Management, 42(1), doi: /j.im Sandberg, J. (2000). Understanding human competence at work: An interpretative approach. The Academy of Management Journal, 43(1), Retrived from Sarlak, M. A., & Aliahmadi, A. R. (2008). Recognition of factors affecting students [sic] trust in virtual universities using Delphi method. American Journal of Applied Sciences, 5(11), Schmidt, R. (1997). Managing Delphi surveys using non-parametric statistical techniques. Decision Sciences, 28(3), doi: /j tb01330.x Schmidt, R., Lyytinen, K., Kiel, M. & Cule, P. (2001). Identifying software project risks: An international Delphi study. Journal of Management Information Systems, 17(4), Siegel, S., & Castellan, N. (1998). Non-parametric statistics for the behavioral sciences. New York, NY: McGraw-Hill. Yeung, A. K., & Ready, D. A. (1995). Developing leadership capabilities of global corporations: A comparative study in eight nations. Human Resource Management, 34(4), doi: /hrm
15 Yukl, G. (1998). Leadership in organizations. Englewood Cliffs, NJ: Prentice Hall. 15
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