The use of simulators and artificial intelligence in leadership feedback
- Authors: Ntombana, Sixolile
- Date: 2022-10-14
- Subjects: Artificial intelligence , Leadership , Employees Rating of , Communication in industrial relations , Qualitative reasoning Technological innovations , Chatbots
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/357685 , vital:64767
- Description: Leadership is a key factor in team success. For leadership to succeed, leaders need to possess the requisite competencies that can facilitate their performance. Team skills is identified as a leadership competency that is prioritised and most sought after by leaders. This follows studies that confirm that team skills are vital for leadership and team success. For leadership to develop team skills, feedback must be provided. Feedback is identified as information that is provided by an observer on a particular performance. The role of feedback in leadership development serves the purposes of engagement and self-reflection and evaluation of a leader’s performance. In this light, feedback cannot be separated from leadership as it is an essential part of communication in a leadership context. The nature and source of feedback can affect how the feedback is received, as shown by studies that suggest that the effectiveness of feedback goes beyond the content or nature (good/bad feedback) of the feedback. This study looks at two feedback sources: humans and artificial intelligence (AI) using students as the population. Humans have been the traditional source in feedback provision. Thus, in a team setting peers provide feedback on their peers’ performances. Unprecedented technological advancements have seen the improvement of AI capabilities to being able to give feedback. This has made AI a feedback source. Following these developments, this research assessed the way in which humans and AI provide feedback and the way in which students react to feedback provided by humans and AI. The research used chatbot AI, a Skills Simulator Assessment, launched by Kotlyar (2018). Students registered for Management One at Rhodes University in 2021 were the population for this research. The research was comprised of two phases where in phase one they were assessed by the Skill Simulator Assessment and in phase two they were assessed by their peers. This research found that students are not averse to feedback from AI, although they prefer peer feedback. It was further found that peer feedback tends to be tainted by lenience, while AI is not affected by lenience. This finding marked a significant development of AI in feedback provision. , Thesis (MCom) -- Faculty of Commerce, Management, 2022
- Full Text:
- Authors: Ntombana, Sixolile
- Date: 2022-10-14
- Subjects: Artificial intelligence , Leadership , Employees Rating of , Communication in industrial relations , Qualitative reasoning Technological innovations , Chatbots
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/357685 , vital:64767
- Description: Leadership is a key factor in team success. For leadership to succeed, leaders need to possess the requisite competencies that can facilitate their performance. Team skills is identified as a leadership competency that is prioritised and most sought after by leaders. This follows studies that confirm that team skills are vital for leadership and team success. For leadership to develop team skills, feedback must be provided. Feedback is identified as information that is provided by an observer on a particular performance. The role of feedback in leadership development serves the purposes of engagement and self-reflection and evaluation of a leader’s performance. In this light, feedback cannot be separated from leadership as it is an essential part of communication in a leadership context. The nature and source of feedback can affect how the feedback is received, as shown by studies that suggest that the effectiveness of feedback goes beyond the content or nature (good/bad feedback) of the feedback. This study looks at two feedback sources: humans and artificial intelligence (AI) using students as the population. Humans have been the traditional source in feedback provision. Thus, in a team setting peers provide feedback on their peers’ performances. Unprecedented technological advancements have seen the improvement of AI capabilities to being able to give feedback. This has made AI a feedback source. Following these developments, this research assessed the way in which humans and AI provide feedback and the way in which students react to feedback provided by humans and AI. The research used chatbot AI, a Skills Simulator Assessment, launched by Kotlyar (2018). Students registered for Management One at Rhodes University in 2021 were the population for this research. The research was comprised of two phases where in phase one they were assessed by the Skill Simulator Assessment and in phase two they were assessed by their peers. This research found that students are not averse to feedback from AI, although they prefer peer feedback. It was further found that peer feedback tends to be tainted by lenience, while AI is not affected by lenience. This finding marked a significant development of AI in feedback provision. , Thesis (MCom) -- Faculty of Commerce, Management, 2022
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The exploration of influence as a leadership competency amongst emerging adult males
- Authors: Munyai, Pfarelo Pardon
- Date: 2015
- Subjects: Leadership , Leadership -- Psychological aspects , Influence (Psychology) , Control (Psychology) , Social media , Executives -- Training of , Executive ability , College students , Young adults , Educational leadership , Executive coaching , Male college students , Leadership -- Study and teaching (Higher) , College student government
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:852 , http://hdl.handle.net/10962/d1017520
- Description: The association between leadership, influence and power is well developed in the literature. However, there is a notable lack of research on youth leadership development, especially as it pertains to their exercise of influence. This paper was borne out of the need to explore how youth - emerging adults’ males in particular - exercise influence as a leadership competency within their voluntary leadership positions. Using semi-structured face-to-face interviews and the Critical Incident Technique (CIT), the research primarily focused on influence tactics and how they were employed. This included assessing the related power bases and principles of influence that were manifest, as well as the learning and development that occurred when reflecting on the outcome of the influence process. Data was analysed using an open coding procedure. Incidents explored in the study were primarily interpersonal in nature. This was reminiscent of lateral influence that characterised the peer to peer contextual environment of the study. The study found that in their influence pursuits, emerging adults followed a rational approach to influence. The distinguishable power bases and their relative importance in application were context dependent (Krause and Kearney, 2006:59-86). In addition, various proactive influence tactics were employed with a leaning towards those perceived as positive, honest and non-manipulative in application, which was congruent with Head Student role expectations and the culture of the organization. The utilization of social media as a communication platform from which various tactics could be launched was a novel and notable finding. Consequently, the results were presented primarily under two themes, exploring how tactics of influence are used face to face and via the social media platform. In addition, the study emphasised the ethical implications of the exercise of influence in both of these platforms and related to this, the challenge of influencing friends or close associates, without undermining leadership integrity. Overall, the various influence incidents presented and their outcomes, evidently shaped leadership development by reinforcing tactics which worked and stimulating continuous reflection and learning, adaptive strategies and the development of new means to deal with resistance and non-compliance. All of these are critical to shaping future influence behaviour. Primary recommendations include the need for a proactive approach to educating youth on leadership and influence through formal programmes, if they were to be empowered with tools to develop and maximize their leadership potential. Equally, practitioners need to be sensitized to the significance of their role as catalysts in nurturing youth leadership development. In addition, the novel use of social media as a leadership influence platform was recognised as significant and as such, a candidate for further research. Beyond the limited scope of this study, other angles worthy of further research include, factoring in elements such as gender, cross-cultural differences and the aspect of voluntary versus incentivised (or paid) leadership positions. The research is presented in an academic paper format, and is structured in three sections. These sections are written up as relatively independent sections, but are complementary in covering the full scope of the research. Section One, which is essentially a paper in a format of an academic journal article, represent the primary section and covers the results of the study, together with discussions and recommendations. This is followed by a literature review (i.e. Section Two), which delves into all the relevant literature explored. Section Three covers the methodology, research design and research procedure pursued. As part of the addendum, a comprehensive summary of the incidents explored is presented. This gives insight into the nature of the various incidents, the influence tactics preferred, power bases and influence principles manifested, together with the outcomes of the incidents. Furthermore, lessons drawn in reflection are noted, which participants viewed as critical, in that they shaped the way they now intend to exercise influence and thereby reflects their personal leadership development.
- Full Text:
- Authors: Munyai, Pfarelo Pardon
- Date: 2015
- Subjects: Leadership , Leadership -- Psychological aspects , Influence (Psychology) , Control (Psychology) , Social media , Executives -- Training of , Executive ability , College students , Young adults , Educational leadership , Executive coaching , Male college students , Leadership -- Study and teaching (Higher) , College student government
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:852 , http://hdl.handle.net/10962/d1017520
- Description: The association between leadership, influence and power is well developed in the literature. However, there is a notable lack of research on youth leadership development, especially as it pertains to their exercise of influence. This paper was borne out of the need to explore how youth - emerging adults’ males in particular - exercise influence as a leadership competency within their voluntary leadership positions. Using semi-structured face-to-face interviews and the Critical Incident Technique (CIT), the research primarily focused on influence tactics and how they were employed. This included assessing the related power bases and principles of influence that were manifest, as well as the learning and development that occurred when reflecting on the outcome of the influence process. Data was analysed using an open coding procedure. Incidents explored in the study were primarily interpersonal in nature. This was reminiscent of lateral influence that characterised the peer to peer contextual environment of the study. The study found that in their influence pursuits, emerging adults followed a rational approach to influence. The distinguishable power bases and their relative importance in application were context dependent (Krause and Kearney, 2006:59-86). In addition, various proactive influence tactics were employed with a leaning towards those perceived as positive, honest and non-manipulative in application, which was congruent with Head Student role expectations and the culture of the organization. The utilization of social media as a communication platform from which various tactics could be launched was a novel and notable finding. Consequently, the results were presented primarily under two themes, exploring how tactics of influence are used face to face and via the social media platform. In addition, the study emphasised the ethical implications of the exercise of influence in both of these platforms and related to this, the challenge of influencing friends or close associates, without undermining leadership integrity. Overall, the various influence incidents presented and their outcomes, evidently shaped leadership development by reinforcing tactics which worked and stimulating continuous reflection and learning, adaptive strategies and the development of new means to deal with resistance and non-compliance. All of these are critical to shaping future influence behaviour. Primary recommendations include the need for a proactive approach to educating youth on leadership and influence through formal programmes, if they were to be empowered with tools to develop and maximize their leadership potential. Equally, practitioners need to be sensitized to the significance of their role as catalysts in nurturing youth leadership development. In addition, the novel use of social media as a leadership influence platform was recognised as significant and as such, a candidate for further research. Beyond the limited scope of this study, other angles worthy of further research include, factoring in elements such as gender, cross-cultural differences and the aspect of voluntary versus incentivised (or paid) leadership positions. The research is presented in an academic paper format, and is structured in three sections. These sections are written up as relatively independent sections, but are complementary in covering the full scope of the research. Section One, which is essentially a paper in a format of an academic journal article, represent the primary section and covers the results of the study, together with discussions and recommendations. This is followed by a literature review (i.e. Section Two), which delves into all the relevant literature explored. Section Three covers the methodology, research design and research procedure pursued. As part of the addendum, a comprehensive summary of the incidents explored is presented. This gives insight into the nature of the various incidents, the influence tactics preferred, power bases and influence principles manifested, together with the outcomes of the incidents. Furthermore, lessons drawn in reflection are noted, which participants viewed as critical, in that they shaped the way they now intend to exercise influence and thereby reflects their personal leadership development.
- Full Text:
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