A systematic definition of the behaviors contributing to effective organizational leadership is required for both theory development and the design of training interventions. This article describes an attempt to formulate a general taxonomy capable of describing the functional behavioral requirements for effective organizational leadership. This effort began with a review of earlier taxonomic efforts for describing leader behavior and with the specification of the demands placed on leaders in organizational settings. A subsequent analysis of the actions required for an adaptive response to these demands led to the specification of 13 leader behavior dimensions. This taxonomy was then evaluated with respect to the existing taxonomic literature, principles of taxonomic development, and other available evidence. Finally, the taxonomy's relationship to other theoretical systems was discussed, along with some of its broader implications for understanding the determinants of leadership performance.

Taxonomic efforts in the description of leader behavior: A synthesis and functional interpretation

Contends that a typology of skills based on a framework of learning styles and experiential learning theory, rather than a framework of job performance or some other personality construct, provides a language and guidance for assessment methods to describe knowledge at the performance level of adaptation. It requires development of the concept of learning skills which are: domainspecific and knowledge‐rich; descriptive of an integrated transaction between the person and the environment; and developed by practice. Reviews and reports data from numerous studies to establish the ESP′s reliability, relational validity, criterion validity and construct validity. The ESP can be used as a vehicle for providing personal and organizational feedback on skills, and expectations and intent regarding skills in jobs and development programmes.

From learning styles to learning skills: the executive skills profile

A new approach to task analysis is presented based upon an ecological theory of perception and current motor development and control theories. The ecological task analysis (ETA) approach stands in sharp contrast to more traditional approaches and offers procedures equally applicable to instruction and assessment of movement performance as well as to applied research. The strengths of the ETA approach lie in (a) its grounding in current motor development and control theories, (b) its linking of the task requirements, environmental conditions, and performer characteristics, (c) its application of a functional and dynamic approach to instruction and assessment, and (d) its integration of instruction and assessment procedures. Following a discussion of the traditional approach and ecological theory, four concepts are presented that emanate from Gibson’s theory of affordances. From these concepts ETA procedures are derived. Applied research questions relating to task analysis are also implied from the ecologic...

Ecological Task Analysis: Translating Movement Behavior Theory into Practice

A typology of learning skills is developed that is congruent with the learning style descriptions of experiential learning theory. The typology is holistic, allowing both idiographic and normative comparisons of individuals and situations, and the ‘fit’ between them. Learning style describes basic and generalised dimensions of individuality in learning, while a learning skill is more situational and subject to intentional development. The Learning Skills Profile (LSP) is a 72‐item, modified Q‐sort assessment instrument designed to assess learning skills. Data from numerous studies are reviewed and reported to establish the LSP's reliability, relational validity, criterion and construct validity. The LSP can be used as a vehicle for providing personal and organisational feedback on skills, and to describe the skills required by different jobs and educational programs.

Assessing Individuality in Learning: the learning skills profile

This paper provides a review and critique of the background data literature. As a life history measure, the effective application of background data items is based on a developmental strategy in which a pattern of prior behavior and experiences is related to certain forms of criterion performance. This principle pro vides a framework for discussing the various issues in volved in generating an adequate pool of background data items. The four principal methods for scaling background data items are examined: rational scaling, factorial scaling, empirical keying, and subgrouping. The relative strengths and weaknesses of these four techniques are considered along with current research needs in each area. This review indicates that substan tial progress has been made in the development and application of background data measures, but that al ternatives to the traditional empirical keying strategy should receive more attention.

Sydney A. Fine

Papers

Functional job analysis. an approach to a technology for manpower planning