Purpose Fixing problems in an organization often involves developing managers in order to increase leader effectiveness. This paper aims to discuss the aforementioned issue. Design/methodology/approach Data collection includes multiple surveys and small group interviews. Analysis uses rigorous coding methods to construct a model of critical organizational values and behaviors essential for leadership effectiveness. The authors bring “theory to practice” by applying complexity leadership concepts in the authors’ intervention strategy. Findings Findings are categorized into three parts: identifying critical culture value gaps, applying complexity concepts to a scenario-based training intervention, and identifying intervention outcomes. Outcomes include transformed work environment led by leaders who respect others, share decision-making and enable employees to be interdependent. Research limitations/implications This explanatory case study contributes to research by applying complexity leadership theory to create a practical consulting intervention. Practical implications This work provides a template and process for managers using complexity leadership to inform their client interventions. Originality/value This case study identifies value shortfalls in a manufacturing plant, documents a scenario-based training intervention which develops managers to build organizational trust. Results include reducing turnover, improving job satisfaction and increasing production.

This study explores Canadian clinicians’ perceptions of test feedback (TFB) and how those perceptions influence their practice. This secondary analysis of open-ended qualitative data extends a previous study with similar research questions conducted by Jacobson et al. (2015). A case study design and consensual qualitative research (CQR) data analysis procedure was utilized to enhance the trustworthiness of the results. The findings indicate that clinicians give TFB in a variety of settings. Clinicians emphasize the importance of providing tailored and collaborative TFB, of attending to ethical issues related to TFB, and of improving academic training in TFB. Also, clinicians discuss unique situations in which feedback is provided to a third party rather than to the testing individual. Clinical implications such as increased practical training for providing TFB are discussed. Future research could investigate the outcomes of TFB provision.

Quantitative, qualitative, and mixed methods researchers seemingly speak different languages and have different research‐related goals, philosophical underpinnings, and evaluation criteria. That said, ideally, all researchers are rigorous and ethical, and strive for knowledge‐added discovery and understanding. Developing strong studies is critical to increasing understanding of phenomena and processes that are specific to adolescence and emerging adulthood. A number of considerations are relevant to these unique developmental periods. This entry defines key terms; discusses developmental, ecological, and family systems theories; and describes popular research designs, including experimental, correlational, survey, case study, grounded theory, phenomenology, and mixed methods research. The entry concludes with a discussion of research questions and their centrality to choosing research designs.

Organizational change initiatives are key services which consultants provide to their clients. McKinsey & Company note that nearly 75% of these large scale initiatives fail. This case study identifies and addresses value shortfalls in a manufacturing plant in the southeast. Data collection includes multiple surveys and small group interviews. Analysis uses rigorous coding methods to construct a model of critical organizational values and behaviors essential for leadership effectiveness. We bring “theory to practice” by applying complextiy leadership concepts in our intervention strategy. Our findings are categorized into three parts: identifying critical culture value gaps, applying complexity concepts to a scenario-based training intervention, and identifying intervention outcomes. Outcomes include transformed work environment lead by leaders who respect others, share decision-making, and enable employees to be interdependent. This explanatory case study contributes to research by applying complexity leadership theory to a practical consulting intervention. This work provides a template and process for consultants using complexity leadership to inform their client interventions.

Psychologists conduct suicide risk assessments (SRAs) regularly to identify and prevent clients’ self-harm and risk of death, although little is known about their experiences of the process. In this phenomenological study, five registered psychologists (master’s and doctoral level) were interviewed to explore the essence of their SRA experiences. Psychologists reported weaving tenets of assessment and therapy throughout their SRAs, relying on their clinical intuition, and investing deeply in their suicidal clients. Also, psychologists reported feeling significant anxiety working with suicidal clients, revealing the ways in which the fear of client suicide guides and motivates their SRA practices. While they have an empathic view of suicide, they believe in preventative intervention. They reported feeling pressure from clients and colleagues to conduct ethical and useful SRAs despite receiving what they consider to be insufficient and ineffectual graduate SRA training. Results from this study offer a qualitative foundation for future research on the ethics, training, and practice of SRA.

We conduct a case study that examines consultant efforts to improve the culture of a manufacturing plant in the United States plagued by high turnover rates, low trust in management, limited production levels, and low scores on corporate culture surveys. We collect data through surveys, interviews and observations involving approximately 500 of over 800 employees. We determined there were five primary categories of issues holding significant meaning for participants. These are: 1) lack of awards and recognition, 2) lack of training and development, 3) lack of respect and sense of care, 4) excessive overtime, and 5) adequate inventory. Using complexity leadership to frame the study, we offer initial findings, and describe a two-year period showing significant progress toward a complexity culture of interactive plant members.

Ongoing concern about ethical behavior places research and discussion of this topic in a position of prominence in business and academia. We elaborate a student moral development theory of how universities influence themoral development of business undergraduates bymoving from a strictly American to a cross-cultural perspective. Applying the same instrument used in Hanson and Moore's (2014) student moral development theory, we compare qualitative data from three universities: oneAmerican, oneMoroccan, and one Brazilian. These universities differ substantially in identity, comprising secular and religious as well as public and private institutions. Sample participants range from 16 to 71 traditional business students enrolled as juniors or seniors at each university. Using qualitative coding methods, our work confirms the fundamental concepts of the original theory and improves the model by elaborating nuances in cross-cultural settings. We expand detail in two of the five original factors: moral cultural identity and institutional moral reinforcement. We also create a construct explaining relational dynamics governing student development between the student and model factors. Findings support that students are morally developed by the university system, showing ethical character outcomes. Implications suggest universities might maximize environmental artifacts and student-university relationships to develop students as effective moral agents in university, business, and community settings.

Assessment is a broad, overarching term and multifaceted process. Arguably, it is the sine qua non of psychological research and practice. Without it, psychology’s worldwide contributions to education, business, mental health, public policy, and other areas would be diminished. Although many people believe assessment, particularly testing, is a static, reductionist process, this is often not the case. Rather, assessment can be a dynamic, excitingly rich, and remarkably transformative process. For this 10-15 minute presentation, objectives include: (1) increased familiarity with diverse approaches to assessment and testing, (2) increased awareness of existing literature and empirical bases of, for example, collaborative/therapeutic assessment approaches, and (3) re-consideration of “best practices” in testing, particularly in international contexts. The presentation is based, in part, on a soon-to-be-published book chapter co-authored by the presenter(s), many of whom are past, or current, presidents of international organizations. The book is called, “Going Global: How Psychology and Psychologists Can Meet a World of Need (APA Books).” Because we live in a complex, highly diverse world, it’s important, the authors believe, to collect both quantitative and qualitative data; collaborate with constituents as much as possible; ask good, meaningful, culturally appropriate questions; and attend closely to (and reflect on) assessment-related processes, just as much as outcomes. It is also important to think big, start small, and go slow. These practices will be presented. Sufficient time will be allowed for questions.

As international companies spread across the globe, there is trepidation for each achieving an ethically compatible corporate culture. Furthermore many countries express concerns on the ethical behavior and decision making of business leaders. Our qualitative case study seeks to shed light on business ethics in Morocco. We extensively interviewed 20 business employees, managers and business owners. Our initial research findings identify six factors of how Moroccan business leaders make ethical decisions: Business Culture of Honor and Dignity, Business Role Model Attributes, the Impact of Crises on business decision making, Rules and Policies guiding decision making, Community Service involvement, and Key Elements impacting decision making. Leadership influence of business role models is particularly striking, emerging in two forms. First, the employee focused style raises the honor of the employees, manager and business. Second, the autocratic style seeks to preserve the honor of the manager but might maintain or decrease the honor of the employees, manager, and business. The involvement of employees in Community Service activities has a major impact on raising the honor of individuals and their organizations, thus their credibility. Companies can leverage these factors, making them more effective in the Arab business world and develop long term sustainable partnerships.

Mixed methods research (MMR) has become increasingly popular in recent years. Yet, methodological challenges of mixing qualitative and quantitative data remain. Understanding how MMR is approached in qualitative research journals provides insights into lingering mixing issues. In this article, we content analyzed five leading qualitative research journals from 2003 to 2014, which represents the reflective period of MMR. Of the 5,254 articles published, 94, or 1.79%, were mixed methods in nature, comprising 44 theoretically oriented articles and 50 empirical articles. In terms of theoretical articles, five content-based themes were identified: (a) MMR advocacy, (b) philosophy issues, (c) procedural suggestions, (d) practical issues and best practices, and (e) future directions. In terms of empirical articles, 36% used exploratory sequential designs, primarily to develop instruments, and 52% explicitly identified as MMR. None of the studies included MMR questions, and development (21%) and complementarity (14%) were the primary rationales for mixing. In virtually all studies (98%), mixing occurred at the data interpretation stage through some comparison of qualitative and quantitative research. Qualitative data were prioritized in 86% of the studies. Based on these findings, it appears that MMR affects qualitative research most directly by influencing study design and study purpose; however, there is a strong tendency to conduct and publish qualitative and quantitative studies separately. Recommendations for publishing future MMR are discussed.

Walgreens, the largest drug store chain in the United States, has created inclusive distribution centers in Anderson, South Carolina and Pendergrass, Georgia, where individuals with limited skills,...

This sequential explanatory mixed methods study replicated and extended an earlier inquiry into test feedback (TFB) training and practice of American psychologists, using a Canadian sample. A national survey of 399 Canadian psychologists was conducted looking at frequency of TFB, as well as prior training. Quantitative results indicate 91% of Canadian psychologists reported providing TFB frequently or more. However, 1 quarter of respondents indicated graduate training in psychological assessment inadequately prepared them to provide TFB, while 13% identified postgraduate TFB training as ineffective. Experience-based forms of instruction correlated positively with TFB practices. Consistent with mixed methods studies, quantitative survey data and qualitative interview data were integrated to shed light on the results as a whole, providing an enhanced understanding of TFB training and practice of Canadian psychologists. For example, in this study, qualitative results suggest most Canadian psychologists teach themselves how to provide TFB. And, as expected, Canadian psychologists that do not regularly provide TFB cite practical, legal, and conventional barriers (e.g., forensic settings). Implications for future training and practice are discussed.

The purpose of this case study is to understand what influences patient decisions to go to the emergency room. This case study is discovery oriented, listening to patient perspectives and providing a model for health care providers and policy makers to discuss. The research setting is a regional hospital in the southeast, with a sample of 20 patients meeting pre-set criteria. Using qualitative methods, we code our data using well-tested methods of Strauss and Corbin. Our findings reveal four primary factors that play a significant role in the patients’ decision. Factors include severity of condition or pain, convenience, reputation, and external referrals. Upon conditions creating concern or pain, patients either self-refer to the ER, or report to their primary care physician or a public or urgent care clinic. If they go to their primary care physician or an urgent care clinic, oftentimes the need for special tests or equipment cause medical professionals to direct the patient to the emergency room for those services. From these factors and their corresponding features, we produce a patient decision model for reporting to the emergency room. This model provides a way for hospitals to help identify strategies to help reduce emergency service demand.

Using the case study approach, we explore the influences of a university's ethical system on the moral development of business undergraduate students. The sample participants in this qualitative study include 28 business students at a private, religiously affiliated university. Using qualitative analysis, we developed a number of themes that reveal unseen institutional influences on student moral development. Our theoretical process model displays five factors contributing to the students' living moral code, which in turn influences student moral development outcomes; the five factors include institutional moral reinforcement, service activities, experiential challenges, moral amplifiers and an evolving moral identity. Research findings offer insight toward a comprehensive approach to student ethics reform. They also reveal that the student state of moral development is not bankrupt; students are looking for guidance and participation in their moral development, while at the same time holding specific expectations for the institution and its agents.

The relationship between episodic and dispositional forgiveness and the resolution of Erikson's (1963) psychosocial crises were explored in this study. Participants (N = 66) completed the Enright Forgiveness Inventory ( Enright & Rique, 2004 ), Tendency to Forgive Scale ( Brown, 2003 ), and Measures of Psychosocial Development ( Hawley, 1988 ). Results are consistent with forgiveness and Eriksonian theories. Episodic forgiveness and dispositional forgiveness accounted for 8% and 10%, respectively, of the variance in global resolution of psychosocial crises. The most pronounced relationship was between both forgiveness types and Erikson's crises related to basic trust and ego integrity. Implications for counseling research, practice, and training are discussed.

Healthcare in the USA has made significant moves to shape leader-manager competencies in line with changing organisational needs. To that end, a growing health-care management literature has introduced the concept of ‘complexity’. Overall, competencies continue to be largely based on traditional leadership and management practices that are counter to creating an embedded culture of adaptation. Emerging complexity concepts and research offer a way to examine leadership geared toward achieving this end. In this context, leadership encompasses a holistic focus on shared processes, structures, and culture, rather than one dominated by manager initiation and control. So far, corresponding complexity leader-manager competencies have not yet been developed. The authors provide topical areas from a complexity perspective to help further develop leadership competencies in this direction that are congruent with the organisational reality facing healthcare

Lilienfeld, Garb, and Wood (2011) commented on our recently published meta-analysis (Poston & Hanson, 2010). In their thorough, fine-grained critique, they questioned the study's inclusion criteria, sampling, and results, suggesting the latter are "overstated" (p. 1048). Additionally, they discussed the Barnum effect, suggesting that it accounts, at least partially, for the potential efficacy and/or effectiveness of psychological assessment as a therapeutic intervention (PATI). In addressing Lilienfeld et al.'s (2011) concerns, we incorporate their suggestions and present new findings based on the original data set, including 15 independent and 56 dependent effect sizes (ESs). Upon reanalysis, a comparable, significant overall Cohen's d ES of 0.403 (95% CI [0.302, 0.503]) was found, thus building confidence in our original results, as well as the overall efficacy of PATI. Given PATI's potential treatment utility, we mention possible change mechanisms, above and beyond Barnum effects. And finally, in hopes of launching the field forward, we offer suggestions for future research and collaboration.

Research on breaking bad news has involved undergraduates, medical students, and physicians. However, to date, no studies have examined how, or whether, psychologists are trained to break bad news, as well as their current practice of breaking bad news. This mixed methods study explored the training and practice of 329 licensed psychologists/APA members in breaking bad news, using the MUM effect as a theoretical backdrop. Results suggest (1) psychologists are, as hypothesized, significantly more reluctant to break bad news than good news, (2) anxiety accounts for 30.6% of the variance in their reluctance, and (3) three-out-of-four psychologists break bad news "to some extent" or more, most typically related to a patient's psychological health, major Axis I diagnosis, or learning disability. Results also suggest most psychologists are not trained to break bad news, with only 2.7% being familiar with existing recommendations and guidelines; and anxiety, concerns for self/other, context, and norms play an important role in the bad news breaking process. Implications for theory, research, and practice are discussed and a training model is proposed.