Effects of Solution-Focused Training on Leadership Behaviour and Productivity Solution-Focused Management Series
1st Edition
Published on 1. January 2007
149 pages
978-3-86618-155-7 (ISBN)
Description
Recently the transfer of the "solution-focused approach" developed by Steve de Shazer and Insoo Kim Berg into the field of management can be seen in many applications in HR-Management, leadership, team-management, marketing and sales and so on. But there are only few studies which investigate the effect of solution-focused work in organizations and up to now there has been no research concerning the effects on productivity in organizations.
This evaluation study examines the effects of a solution-focused training and coaching programme on leadership behaviour and productivity which was carried out at a Norwegian production plant in the fast-moving consumer goods industry. The goal of the present study was in the first step to establish a theoretic base in order to accompany a solution-focused leadership training and coaching programme, which was meant to deliver first results in some areas within a short time.
Continuative the objective was to evaluate how far this type of leadership training is able to actually bring about changes in behaviour and productivity with the purpose of meeting the growing challenges presented by the management development training as well as the demands on the effectiveness of training measures.
This evaluation study examines the effects of a solution-focused training and coaching programme on leadership behaviour and productivity which was carried out at a Norwegian production plant in the fast-moving consumer goods industry. The goal of the present study was in the first step to establish a theoretic base in order to accompany a solution-focused leadership training and coaching programme, which was meant to deliver first results in some areas within a short time.
Continuative the objective was to evaluate how far this type of leadership training is able to actually bring about changes in behaviour and productivity with the purpose of meeting the growing challenges presented by the management development training as well as the demands on the effectiveness of training measures.
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Klaus Hoffmann | Peter Luisser
Effects of Solution-Focused Training on Leadership Behaviour and Productivity
Book
06/2007
Edition Rainer Hampp
€19.80
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Content
1 - Preface [Seite 6]
2 - Contents [Seite 8]
3 - 1 Introduction [Seite 10]
3.1 - 1.1 Relevance and motivation [Seite 10]
3.2 - 1.2 Research question and benefit of the work [Seite 11]
3.3 - 1.3 Definitions/Demarcation of the analysed subjects [Seite 12]
3.4 - 1.4 Structure of the study [Seite 13]
4 - 2 Evaluation of leadership training [Seite 15]
4.1 - 2.1 History [Seite 15]
4.2 - 2.2 Purposes of Evaluation [Seite 17]
4.3 - 2.3 Definitions [Seite 18]
4.4 - 2.4 Evaluation barriers [Seite 18]
4.5 - 2.5 Evaluation process [Seite 20]
4.6 - 2.6 Evaluation model of Kirkpatrick [Seite 26]
5 - 3 Solution-focused Approach [Seite 35]
5.1 - 3.1 History [Seite 35]
5.2 - 3.2 Epistemology and basic assumptions [Seite 38]
5.3 - 3.3 Instruments in the organizational and management context [Seite 45]
5.4 - 3.4 Design of the solution-focused training [Seite 52]
5.5 - 3.5 Critical consideration and Generating of hypotheses [Seite 58]
6 - 4 Design of study [Seite 63]
6.1 - 4.1 General Information [Seite 63]
6.2 - 4.2 Instruments of evaluation [Seite 67]
7 - 5 Results displayed and interpreted [Seite 75]
7.1 - 5.1 Self-rating forms [Seite 75]
7.2 - 5.2 Qualitative Interviews [Seite 80]
7.3 - 5.3 Questionnaires [Seite 96]
7.4 - 5.4 Waterfall diagrams [Seite 130]
8 - 6 Conclusion and future prospects [Seite 140]
8.1 - 6.1 Conclusion [Seite 140]
8.2 - 6.2 Critical Consideration [Seite 145]
8.3 - 6.3 Future prospects [Seite 145]
9 - Bibliography [Seite 147]
2 - Contents [Seite 8]
3 - 1 Introduction [Seite 10]
3.1 - 1.1 Relevance and motivation [Seite 10]
3.2 - 1.2 Research question and benefit of the work [Seite 11]
3.3 - 1.3 Definitions/Demarcation of the analysed subjects [Seite 12]
3.4 - 1.4 Structure of the study [Seite 13]
4 - 2 Evaluation of leadership training [Seite 15]
4.1 - 2.1 History [Seite 15]
4.2 - 2.2 Purposes of Evaluation [Seite 17]
4.3 - 2.3 Definitions [Seite 18]
4.4 - 2.4 Evaluation barriers [Seite 18]
4.5 - 2.5 Evaluation process [Seite 20]
4.6 - 2.6 Evaluation model of Kirkpatrick [Seite 26]
5 - 3 Solution-focused Approach [Seite 35]
5.1 - 3.1 History [Seite 35]
5.2 - 3.2 Epistemology and basic assumptions [Seite 38]
5.3 - 3.3 Instruments in the organizational and management context [Seite 45]
5.4 - 3.4 Design of the solution-focused training [Seite 52]
5.5 - 3.5 Critical consideration and Generating of hypotheses [Seite 58]
6 - 4 Design of study [Seite 63]
6.1 - 4.1 General Information [Seite 63]
6.2 - 4.2 Instruments of evaluation [Seite 67]
7 - 5 Results displayed and interpreted [Seite 75]
7.1 - 5.1 Self-rating forms [Seite 75]
7.2 - 5.2 Qualitative Interviews [Seite 80]
7.3 - 5.3 Questionnaires [Seite 96]
7.4 - 5.4 Waterfall diagrams [Seite 130]
8 - 6 Conclusion and future prospects [Seite 140]
8.1 - 6.1 Conclusion [Seite 140]
8.2 - 6.2 Critical Consideration [Seite 145]
8.3 - 6.3 Future prospects [Seite 145]
9 - Bibliography [Seite 147]
3 Solution-focused Approach (P. 26)
"A solution is a solution is a solution"
Steve de Shazer 1985
After highlighting the characteristics of Kirkpatrick's four-level evaluation model, in this chapter the authors want to cover the solution-focused approach. Beginning with its roots, the development and the main characteristics of the solution-focused approach will be discussed. The underlying paradigm is also part of this section as well as the differences to other systemic theories. At the end of this chapter typical techniques and instruments of the solution-focused idea will be discussed and compared to the training design and methods of the leadership training-program in Disenå.
3.1 History
It is difficult to describe how the solution focused-process works. Steve de Shazer, who, together with his team developed the solution-focused therapy at the Brief Family Therapy Center in Milwaukee, described this solution focus process with "it" (cf.: Sparrer 2004, p. 27). The solution-focused approach is a 'slim' concept. By using simple but powerful methods, it can be used to deal with a large variety of complex and dynamic systems and situations (cf.: Eberling/Hargens 1996, pp. 13). Because the solution-focused approach has its roots in the field of therapy, to understand the thinking behind it one must have a brief look at the history of the ideas and the assumptions forming the basis of therapy models.
Walter and Peller (1992, pp. 1) argued in their book "Becoming Solution-Focused in Brief Therapy" that therapists developed therapy models out of some initial struggle or question and that these questions contain presuppositions. For example: Freud's early model development of the repression barrier and the unconscious could be traced back to his question about the repressed sexuality of his Victorian clients.
3.1.1 "Cause and Effect" approach
Due to the objectivism of the traditional scientific method at the beginning of the last century the question "what is the cause of the problem?" has frequently been raised and has marked this period. The underlying presuppositions of this kind of question are:
· There is a definite problem
· There is a specific cause to that problem
· One can, in fact, find the cause of the problem
· The cause can be described
· There is a relationship between finding the cause and solving the problem
The process described is inherent in western science's thinking and also consistent with our everyday common sense. The idea is that if you know the cause of the problem you can fix it, like an engine of a car, according to the laws of mechanics. During the last decades several approaches have been developed to identify alternative responses to the question, "what is the cause of the problem?". Depending on the assumptions about the nature of human beings, the answer to this question varies and is determined by which school of philosophy the modeler followed.
The causes of mental disorder have been described in different ways, like personality disorder, poor self image, unresolved conflicts, sexual repression, and poor object relations.
"A solution is a solution is a solution"
Steve de Shazer 1985
After highlighting the characteristics of Kirkpatrick's four-level evaluation model, in this chapter the authors want to cover the solution-focused approach. Beginning with its roots, the development and the main characteristics of the solution-focused approach will be discussed. The underlying paradigm is also part of this section as well as the differences to other systemic theories. At the end of this chapter typical techniques and instruments of the solution-focused idea will be discussed and compared to the training design and methods of the leadership training-program in Disenå.
3.1 History
It is difficult to describe how the solution focused-process works. Steve de Shazer, who, together with his team developed the solution-focused therapy at the Brief Family Therapy Center in Milwaukee, described this solution focus process with "it" (cf.: Sparrer 2004, p. 27). The solution-focused approach is a 'slim' concept. By using simple but powerful methods, it can be used to deal with a large variety of complex and dynamic systems and situations (cf.: Eberling/Hargens 1996, pp. 13). Because the solution-focused approach has its roots in the field of therapy, to understand the thinking behind it one must have a brief look at the history of the ideas and the assumptions forming the basis of therapy models.
Walter and Peller (1992, pp. 1) argued in their book "Becoming Solution-Focused in Brief Therapy" that therapists developed therapy models out of some initial struggle or question and that these questions contain presuppositions. For example: Freud's early model development of the repression barrier and the unconscious could be traced back to his question about the repressed sexuality of his Victorian clients.
3.1.1 "Cause and Effect" approach
Due to the objectivism of the traditional scientific method at the beginning of the last century the question "what is the cause of the problem?" has frequently been raised and has marked this period. The underlying presuppositions of this kind of question are:
· There is a definite problem
· There is a specific cause to that problem
· One can, in fact, find the cause of the problem
· The cause can be described
· There is a relationship between finding the cause and solving the problem
The process described is inherent in western science's thinking and also consistent with our everyday common sense. The idea is that if you know the cause of the problem you can fix it, like an engine of a car, according to the laws of mechanics. During the last decades several approaches have been developed to identify alternative responses to the question, "what is the cause of the problem?". Depending on the assumptions about the nature of human beings, the answer to this question varies and is determined by which school of philosophy the modeler followed.
The causes of mental disorder have been described in different ways, like personality disorder, poor self image, unresolved conflicts, sexual repression, and poor object relations.
