Developing Leadership Potential with Stories of Pragmatic Leaders Logan L. Watts Logan Steele Michael D. Mumford University of Oklahoma ABSTRACT This study employed a 2x2x2 experimental design to investigate the use of stories as a means for developing leadership potential. Undergraduates in psychology (N = 172) read stories of pragmatic leadership and responded to questions designed to induce active processing. Participants that analyzed both story events and the causes of events formulated stronger vision statements. INTRODUCTION Stories are commonly used in leadership development programs based on the assumption that these stories ultimately contribute to leader performance (Danzig, 1999; Danzig & Harris, 1996). However, few empirical studies have tested this assumption. Leader Vision & Knowledge Formulating and communicating vision is an important leader skill (Bass, 2008; Yukl, 2011). Case-based, or experiential, knowledge contributes to leader vision formation (Strange & Mumford, 2002, 2005). Stories and Knowledge Case-based knowledge can come from many sources, including personal experience, case studies, and observation of others (Kolodner, 1997). Stories represent perhaps the oldest delivery mechanism for transferring knowledge between individuals (Ann & Carr, 2011; Cox, 2011). Active Processing Acquisition of case-based knowledge from stories likely depends upon active processing (Bell & Kozlowski, 2008). Stories contain chains of causes and experiences embedded in a socio-emotional context (Reiser et al., 1985). Asking people to actively think about causes, experiences, and affect appearing in stories may aid in the acquisition of case-based knowledge. RESULTS METHODS Participants N = 172 Undergraduates in psychology Recruited from university subject pool Gender = 54% women Average age = 19 Procedures Timed covariates Read stories + answer probes (manipulations) Criterion task Untimed covariates Covariates Timed: Intelligence, divergent thinking, task expertise, preferred leadership style (CIP) Untimed: Need for cognition, learning goals, openness Stories Stories of middle-managers in business settings Source: Scenes from Corporate Life (Shorris, 1981) 1 to 3 pages in length Selected 6 stories of pragmatic leaders based on ratings Controls: Mostly negative outcomes, ambiguous leader power orientation, all male protagonists Manipulations: Probe Questions p = .007 p = .000 p = .011 p = .086 DISCUSSION Limitations Undergraduate sample Limitations of stories used Drawn from a single source Pragmatic leadership style only Written format only Fixed order Probe questions were limited and fixed Domains of stories and criterion task were fixed Summary of Findings H1: Supported Active processing of pragmatic leadership stories  stronger leader visions, at least for some conditions H2: Supported Processing stories in business domain  performance in education domain H3 and H4: Supported Analyzing both causes and experiences together contributed to stronger leader visions However: People who analyzed only causes, or only experiences, performed poorly People in the control condition performed as well as people asked to analyze both causes and experiences together H5: Not supported Analyzing affective outcomes did not contribute to leader vision formation Conclusions People appear to learn from pragmatic leadership stories Active processing of leader stories appears to aid the acquisition of case-based knowledge relevant to vision formation This knowledge appears to transfer across domains What people focus on when reading stories is important Results have implications for the use of stories in leadership development programs Future Research Investigate alternative story delivery methods Reading (e.g., written text) vs. listening (e.g., audio) vs. watching (e.g., television) vs. writing Explore alternative leader types Charismatic, ideological, personalized vs. socialized, etc. Manipulate alternative analysis probes Resources, constraints, systems, time frame orientation, number and nature of outcomes sought, targets of influence, etc. Examine alternative types of complex leader performance Forecasting, scanning, backup planning, etc. Experiences “What positive and negative experiences did [the protagonist] have in the story?” Causes “What elements of the situation were within [the protagonist’s] control? What elements of the situation were outside of [the protagonist’s] control?” Affect “What irrational emotions appeared in the story?” Control “Please provide a summary of the story you just read.” Criterion Task Educational leadership scenario Assume the role of principal for secondary school Read background information about the school Develop a plan and speech Dependent Variables Ratings of plans and speeches Plan: Quality, originality, & elegance Speech: Utility & affective impact Trained 3 judges to apply benchmark rating scales Rwg = .72 to .77 HYPOTHESES Active processing of stories  stronger vision formation Active processing of stories in one domain  stronger vision formation in another domain Analyzing causes in stories  stronger vision formation Analyzing protagonist experiences in stories  stronger vision formation Analyzing affect in stories  stronger vision formation