Considering the exceptions: How should leaders think about experience?

Elliott, Samantha

Considering the exceptions: How should leaders think about experience?

dc.contributor.advisor	Mumford, Michael
dc.contributor.author	Elliott, Samantha
dc.contributor.committeeMember	Day, Eric
dc.contributor.committeeMember	Snyder, Lori
dc.date.accessioned	2018-12-10T21:47:47Z
dc.date.available	2018-12-10T21:47:47Z
dc.date.issued	2018-12-14
dc.date.manuscript	2018-12
dc.description.abstract	Prior research suggests that leaders produce their best and most impactful solutions to organizational problems when they use relatively simple mental models. A critical question which remains, however, is how do leaders work with experience and mental models vis-à-vis elaboration when solving problems? To address this question, 361 undergraduates were asked to work on an educational leadership task where they viewed simple or complex mental models, prototypic or non-prototypic experiential cases, and were asked to elaborate on either the cases, mental model, or both in conjunction. It was found that viewing non-prototypic cases resulted in visionary speeches of the greatest affective impact and that original plans were most likely to emerge when leaders viewed simple mental models, non-prototypic cases, and were asked to elaborate on the cases via the mental model framework. The implications of these observations for understanding leader problem-solving are discussed.	en_US
dc.identifier.uri	https://hdl.handle.net/11244/316305
dc.language	en_US	en_US
dc.subject	Leadership	en_US
dc.subject	Cognition	en_US
dc.subject	Problem-Solving	en_US
dc.subject	Affective Impact	en_US
dc.thesis.degree	Master of Science	en_US
dc.title	Considering the exceptions: How should leaders think about experience?	en_US
ou.group	College of Arts and Sciences::Department of Psychology	en_US
shareok.orcid	0000-0001-8724-9324	en_US