Leadership, Decision-Making, and Teamwork Article

Leadership, Decision-Making, And Teamwork Article Comparison

Lambie, G.W., Hagedorn, W.B., and Ieva, K.P. "Social-Cognitive Development,

Ethical and Legal Knowledge, and Ethical Decision Making of Counselor

Education" Students Counselor Education & Supervision; 49 (2010): 228-245.

The purpose of this study was to determine whether and to what degree course in counseling ethics, counseling law, and ethical decision making had on counselors in training. More specifically, the study consisted of three research questions: (1) What is the effect of such courses on education counselors in training in terms of their social-cognitive development, ethical and legal knowledge, and ethical decision making; (2) Do the pre-course levels of social-cognitive maturity of counseling students effect the benefit they derive from such courses; and (3) What, if any, is the relationship between demographic factors (i.e. age, gender, ethnicity, relationship status, etc.) on their social-cognitive development, ethical knowledge, and ethical decision making abilities. The study was the first formally-reported attempt to conduct empirical research into the capacity of counseling ethics courses to improve the development of counseling students in the areas of ethical and legal knowledge and ethical decision making. In principle, the results of the study were that: (1) ethical, legal, and ethical decision making courses did improve the substantive knowledge of counseling students in those critical areas; (2) ethical, legal, and ethical decision making courses did not change students' social-cognitive or ethical decision making scores; and (3) and demographic factors such as age and marital status were related to social-cognitive development in that older students and married students scored better than younger and single students in that area.

That study differed substantially from the second study listed below, primarily in that the second study was a retrospective review of prior literature rather than an experimental study. Whereas the first study consisted of providing a population of 64 counseling students the same course in conjunction with pre-course and post-course evaluation of their abilities in the variables being evaluated, the second study did not involve any experimentation. On the other hand, whereas one of the principal limitations of the first study was its reliance on a convenience sample from a single academic institution, the second study collected data from thirteen separate studies that involved 3,137 individuals. The other principal difference between the two studies was that the first concerned the effectiveness of traditional academic courses whereas the second concerned a wide range of practical training methods rather than traditional academic classes. Finally, the first study involved education counselors in training and ethical/legal decision making; the second study involved medical students and medical residents and cooperative teamwork skills in the medical setting.

Chakraborti, C., Boonyasai, R.T., Wright, S.M., and Kern, D.E. "A Systematic

Review of Teamwork Training Interventions in Medical Student and Resident Education" Journal of General Internal Medicine 23 (6) 2008: 846-

This study consisted of a retrospective review of thirteen prior training programs reported in the available literature on the relative effectiveness of various different approaches to promoting teamwork and collaboration among team members working in professional medical settings. The researchers initially identified 1,120 potential programs by using the following search terms in digital databases, together with the assistance of professional medical librarians: [cooperation, interpersonal relationships, teamwork, or collaboration] together with the search terms [medical education, internship, residency, or curriculum]. Out of the 1,120 citations generated by this process, the researchers identified thirteen programs that met their criteria for inclusion in the review. Those criteria consisted of: (1) programs that included medical students or house officers; (2) teamwork training; (3) either pre/post evaluation design with or without controls, or post-only design and randomized control groups; (4) publication dates between 1980 and 2006; and (5) original data. Two independent reviewers were used to extract data and a teamwork training assessment tool derived from a published theoretical framework was employed for data synthesis. On the basis of their analysis of the data generated by these criteria and data analysis procedures, the researchers concluded that: (1) all the curricula used in the thirteen studies employed active learning principles that had beneficial results in the short-term; and (2) those methods of instruction that focused on teamwork were more successful than others. The main limitations of the review were that it included only published studies, only studies published in English, the relatively small number of studies considered, and the inherent limitations of a quantitative rather than a qualitative evaluation tool.

This study was similar to the third study in that both involved a retrospective review of data based on prior studies and program data. This study differed from the third study in that the prior study involved only a review of published literature, whereas the third study consisted of action research through both off-site data collection conducted through interviews of participating faculty members as well as a more in depth on-site action site case study of one educational institution. Additionally, while the second study concerned issues pertaining to the training of medical students in professional teamwork and collaboration skills in the professional medical setting, the third study concerned the manner in which community colleges establish and implement in-house "grow-your-own" staff development programs

Reille, a. And Kezar, a. "Balancing the Pros and Cons of Community

College 'Grow-Your-Own' Leadership Programs" Community College

Review 38 (1) 2010: 59-82.

This study consisted of action research in the form of interviews with faculty members at twenty colleges in conjunction with a detailed review of program literature and similar available material related to the programs, policies, and procedures used at each institution for the purposes of developing staff members capable of best implementing the in-house policies and approaches to higher education. The two main components of the study were a comparison of the data obtained from the participants and a more detailed review of an ongoing staff development program at one institution. In general, the researchers concluded that in-house educational leadership training programs are beneficial to the college community because they allow a customized approach to helping newer faculty members best fit into the existing academic and institutional culture; they also provide a valuable means of transferring the knowledge and experience accumulated by veteran retiring faculty members to their newer colleagues. On the other hand, the researchers determined that such processes are heavily laden with inherent biases of the faculty members responsible for creating training programs, they are not typically assessed for effectiveness, and the procedures and methods used reflect convenience considerations instead of any connection to empirical literature in the area of faculty or leadership development. This study was much more similar to the first study than the second because, like the first study, the third study also reviewed the effectiveness of training programs rather than a review of literature such as in the second study. This study differed from the first study in that it concerned the in-house development programs for educational faculty whereas the first study involved the relative effectiveness of academic course on the substantive knowledge and social-cognitive development of educational counseling students.