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Hello. Thank you for joining me. My name
is Jesse Johnson I will be discussing

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the predictors of leader effectiveness
for college undergraduates. The faculty

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sponsor for this project is Dr. Foster. A
review of the literature found no

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studies of leader effectiveness
conducted in the college student

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population. The purpose of the studies to
fill this gap in the literature by

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identifying predictors of leader
effectiveness in the college students.

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Data were collected from 154 students
taking a psychology of leadership class.

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Data were collected from nine different
sections of the course from spring 2017

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to winter 2020. There were no available
demographic data. Some questionnaires

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were modified or added at a later date
so we do not have full data for all 154

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students. We requested IRB approval for a
retrospective records analysis and

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received IRB approval on April 22nd 2020.
We measured people in terms of leader

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characteristics, leader behaviors, and
leader effectiveness. We measured the

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following leader characteristics. Leader
philosophy measured assumptions about

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how peers will work in a professional
environment.

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Higher scores indicate greater trust and
confidence in peers. Scores on the

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least preferred co-workers scale
describes a person's motivational

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hierarchy as to whether a leader is more
focused on accomplishing tasks or

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maintaining the relationships with the
people they are leading. The strengths

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questionnaire identified the extent to
which people are implementers , innovators,

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encouragers, analyzers, and mediators
managers of conflict. Students reported

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how much they exhibited 14 different
traits often associated with leadership.

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Additionally students were asked to
identify five other people to rate them

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on these same traits. Leader behaviors
building community including others

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identified both attitudes toward out
group members and how leaders responded

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to members of the out group. Conflict
management style measured the extent to

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which people engaged in each of the five
different styles used to manage conflict:

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avoiding; accommodating; compromising;
competing; and collaborating. Situational

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leadership style measures the extent to
which leaders engage in four different

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types or styles of leader behavior:
directing; coaching; supporting; and

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delegating. Leadership adaptability and
indicates the extent to which a leader

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is available to
correctly identify a situation and

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provide the prescribed leadership style
for that situation. Building team climate

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measures the extent to which people
engage in behavior that develops and

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maintains an effective team environment,
including providing structure for

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example setting, goals clarifying norms,
building cohesiveness, and encouraging

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excellence like high quality work.
General leadership style measured the

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extent to which leaders engaged in
either task related behavior focused on

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accomplishing the task the team tasks
and relationship oriented behavior aimed

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at developing and maintaining good
relationships with team members

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behaviors. Leader effectiveness I will be
discussing on the next slide "pre"

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measures were collected at the beginning
of each leadership module cover during

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the course. "Post" measures were collected
at the end of the term. Students were

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assigned to leadership teams to complete
a community service project or CSP.

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Students were asked to report on their
leader behavior as a part of their CSP

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team. Leader effectiveness data was
collected at the end of the term.

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Students evaluated their teammates
effectiveness as the leader on a scale

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from 1 to 10. The first table examines
self-reported leader characteristics.

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With the exception of leadership
philosophy, no self-report measures of

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personality traits nor leadership
strings were associated with leader

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effectiveness. Leadership philosophy had
a weak positive correlation with leader

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effectiveness. These tables examined
ratings and variability and ratings and

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leader personality traits as reported by
persons other than the leader. As seen in

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the table on the left, confidence as
rated by others was positively

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correlated with leader effectiveness. As
seen in the table on the right

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variability and others ratings of
confidence, persistence, dependability, and

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conscientiousness were all negatively
correlated with leader effectiveness.

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This table examines pre leader behavior
which is self reports of leader behavior

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before taking the leadership class. No
self-report measures of pre leader

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behavior were associated with leader
effectiveness. This table examines self

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reports and leader behavior that
occurred during the CSP project. As seen

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in the table providing structure,
building cohesiveness, task orientation,

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and relationship orientation were all
positively correlated to leader

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effectiveness.
Leader characteristics with the

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exception of leadership philosophy no
self-reported leader characteristics

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were associated with leader
effectiveness. These results suggest that

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there is no one profile required to be
an effective leader. These results are

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also consistent with previous trait
studies of leadership which show that

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traits are often associated with leader
emergence rather than leader

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effectiveness. Leadership philosophy is
hypothesized to be indicative of how

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someone behaves towards the people they
are leading. Higher leadership philosophy

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scores means students more likely
endorse the idea that people are

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industrious, possess an important
capacity for useful contributions, and

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are trustworthy. Consequently, students
who score on score higher on the scale

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may be less likely to try to dominate
the team and micromanage others. Others

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ratings of leader confidence was the
only personality trait positively

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correlated with leader effectiveness.
This result suggests the students who

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exude confidence are more likely to be
rated as effective leaders. Variation or

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inconsistency and others ratings of
certain personality traits was

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negatively correlated with leader
effectiveness. Specifically inconsistency

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in ratings of confidence, persistence,
dependability, and conscientiousness were

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associated with lower ratings of leader
effectiveness. One possible

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interpretation of these results is that
variability in these traits may result

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from stress. Students who become stressed
and are unable to maintain their levels

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of confidence, persistence, dependability,
and conscientiousness may be seen as

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less effective leaders. Further research
needs to be done to identify the

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possible causes of this finding. Leader
behavior no self-reported pre leader

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behaviors were associated with leader
effectiveness. In contrast, several leader

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behaviors that occurred as part of the
CSP team were positively associated with

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leader effectiveness. Leaders who
emphasized a strong team environment by

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providing structure and building
cohesiveness in their team were rated

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as more effective leaders. Similarly,
leaders who in

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and more behavior to help their team
both accomplish their task as well as

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develop and maintain good relationships
with team members were rated as more

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effective leaders. Surprisingly conflict
management did not appear to be related

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to leader effectiveness. One possible
explanation for this lack of

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relationship is that often times
students do not recognize effectively

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managed conflict as actual conflict.
There are some limitations to this

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research. These results are preliminary
since more data will be coming in as

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more people are taking the leadership
class. These results are based on self

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reports which may be biased to make
students appear to possess more socially

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desirable traits and engaged in more
socially desirable behavior. Participants

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in the study were those who selected to
take a leadership course. These results

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may not be applicable to a wider range
of students.