Role Modeling in Manager Development

The proposed study seeks to assess whether role modeling enhances the development of management. In general terms, a role model can be described as an individual whose character or personality serves as an example to others; the character or personality of the individual can be imitated by others (Bjerkan, 2006). The concept of role modeling first manifested in Robert Merton’s socialization research conducted on medical students. In this case, Robert Merton came up with a hypothesis that individual members of the society compare themselves with reference groups of individuals who dominate the social role to which the individual members of the society aspire (Lacey, 2012).

The subject of this study is of a great interest; this is because the role of leadership place numerous individuals in the position of role models. However, very limited guidance is available on it. In this regard, recent studies discovered that act of role modeling provides the foundation to set the climate of an organization, develop organizational culture and reflect the values to pass on and share skills (Marquis & Huston, 2008).

The main purpose of the research will be to study whether role modeling assists in developing managers’ leadership skills or otherwise. The research questions that will be used during the study are;

Does role modeling in managers increase their pefficacy?
How does an organization benefit from role modeling?
Does gender influence role modeling within an organization?

Based on the research questions, the hypotheses formed include;

Hypothesis 1: role modeling enhances managers’ efficacy within an organization.

Hypothesis 2: role modeling provides and maintains high organizational standards, and also ensures motivation, self-definition and is a source of positive practices within an organization.

Hypothesis 3: Every manager who wants to make an impact on leadership is always interested in learning from role models.

Review of Literature

There are many research studies that have explored the use of role modeling in different organizational contexts. In this regard, a number of management researchers have revealed that individuals learn much of what they know by observing or looking up to others (Cai, Chen & Fang, 2007). The researchers contend that this does not happen through any formal education or experience (Cai, Chen & Fang, 2007). They have described learning from role models as a form of observational learning, which other researchers have also documented as one of the most effective approach to learning (Davids, Button & Bennett, 2008). This implies that there are certain things that can never be taught in class but can only be learned by observing others. In this case, Yost and Plunkett (2011) contend that the learning process requires a relationship between a learner and mentor.

Davids, Button and Bennett (2008) contends that observational learning provides an opportunity for one to learn what works and what does not work from a distance. However, these authors further argue that individuals do not always internalize the lessons that role models provide or can teach. This leads to the question of whether or not role modeling is appropriate and valuable to managers and the organizations they work for. Other research studies that have been conducted in the past reveal that individual learn the most from their preferred role models when have managed to identify what they want to learn, have been exposed to positive and negative models, take their time to actually practice what they observe and do this within an environment that provides support for the new behavior (e.g. Cai, Chen & Fang, 2007; Yost & Plunkett, 2011).

Other researchers have advised that it is much more effective to leverage multiple role models as opposed to looking up to one only one role model for almost everything to be learned (e.g. Hickman, 2009). While it may be relatively easier for a learner to learn from a role model who is like him or her, it is also crucial useful to get lessons from other individuals who are very different from the individual who is learning. Research shows that individuals are likely to identify certain position holders, like former managers and current managers within an organization, as their role models (Yost & Plunkett, 2011).

Research provides support for the claim that role modeling can have a positive impact on individuals’ career progression (e.g. Yost & Plunkett, 2011). What scholars posit is that role modeling does not guarantee or provide for definite expanded roles for the people being role-modeled; instead, the role models simply become supportive along the way, ask their mentee relevant probing questions and highlighting new opportunities (Yost & Plunkett, 2011).

Recent studies (e.g. Yost & Plunkett, 2011) indicate that there is a great need for individuals to move beyond looking for just a single mentor; instead, they should consider how they can establish a developmental network of individuals in their personal lives. With regard to this, researchers contend that the more diverse the role models the better for the mentees (Yost & Plunkett, 2011).

Other interesting research studies (e.g. Marquis & Huston, 2008) have shown that most efficient role models were themselves role-modeled at certain points in their career. This implies that a role model can be both a mentor and a mentee at the same time; one can be a mentor in the sense that he or she has somebody who emulates his or her behavior. Again, one can be a mentee because he or she is emulating another person’s behavior. With respect to this, management specialists advise that corporate organizations should actually motivate their personnel to play both roles. In this respect, the specialists argue that this approach furthers the culture of role modeling within an organization (Yost & Plunkett, 2011).

As noted by many management scholars, role modeling offers an appropriate basis to establish the climate of an organization, to develop and nurture a culture within the organization. Furthermore, they posit that role modeling encourages the process of accountability for leadership to be appropriately distributed throughout an entire organization (Marquis & Huston, 2008).

In a bid to understand how a corporate organization benefitted from role-modeling, a number of researchers have come up with different research study outcomes. One of the study outcomes is that role-modeling is a crucial means to providing continuity; it also helps in maintaining high standards that are to be passed on to others (e.g. Sarlak, 2010). In this case, studies found out that role modeling performs three distinct values: the first value is motivation, where an individual can identify, to a certain extent, with some individuals and feel inspired by them (see Sarlak, 2010). The second is that role modeling provides for self-definition whereby individuals observe the characteristics they do not possess, but wish to possess, in others and emulate such characteristics. Lastly, role modeling acts as a source of positive habits, beliefs and values that represent an organization to others who are within and outside that organization (Sarlak, 2010).

Interestingly, there are also some studies that have been conducted on negative role models. Scholars have defined negative role models as either those who are viewed as largely positive but still possess some characters or traits that may be considered as negative(e.g. Rothstein, 2010). Rothstein (2010) has identified three distinct aspects that relate to the negative characteristics of role modeling, perceived dissimilarities, actions viewed to have negative effects for an entire organization or just the team members of the organization. During her study of role modeling in Sweden, Zetterquist (2002) realized that for women, the structure of role model was certainly not complete, asserting that according to their view, either the gender was not right or the traits were not sufficient (cited in Rothstein, 2010). In relation to this, Zetterquist argue that her study outcome showed that, consequently, women established proto-models on which to actually model their traits or behaviors (cited in Rothstein, 2010). This study raises another interesting question about how gender affects or determines the process of role modeling among members of the society. It is essential to note that studies are still scanty of the interplay between role modeling as a process and gender as a delimiting or intervening factor (Rothstein, 2010).

The study by Zetterquist further reveals that in the absence of positive role models, the women academics utilized the role models that they could find available to them. This study alludes that the women did not identify with those they viewed as negative role models although they found it useful in observing their traits (cited in Rothstein, 2010). The implication of these study findings is that role modeling is not just considered in terms of positive character alone, wrong role models can also be useful in shaping the behavior of others. For instance, an individual may use the character of a role mode as an indicator of what not to do, especially where the character of the role model may not be inspirational to a mentee (Rothstein, 2010).

Therefore, it is evident that past studies have not exhaustively explored the role of role modeling within an organization, especially with respect to increasing productivity within an organization. The studies have also not fully explored how gender impact role modeling.

Theoretical Framework

One of the theories that inform the topic is the social learning theory. The theory was derived from Albert Bandura’s work, which suggested that observational learning can take place with respect to three models: live model, symbolic and verbal instruction models. Social learning theory has the assumption that a person must have direct experiences so as to learn some things (Newman & Newman, 2008). In this case, much of the learning process happens in the form of an observational approach. In relation to role modeling, the social learning theory explains the interaction between an individual, especially a manger, and his or her role models. The theory is the most suited to underline the concept of role modeling for managers within an organization (Newman & Newman, 2008).

Research Approach and Methodologies

Research methodology

The most appropriate research methodology will be a quantitative study method. The use of a quantitative method for the study is informed by various factors. One of the factors is that the approach to study is the most preferred where a set of hypotheses are to either be proved to be true or found to be false. A quantitative research approach utilizes statistical data in order to come up with conclusions. Furthermore, a quantitative research as a process is more objective than a qualitative approach to study (Flick, 2009). The positivism paradigm that informs the quantitative approach to study is underlined by the presumptions that social realities have an objective ontological structure and also that individuals are always responding agents to the objective environment. Another assumption of this paradigm is that there is always an objective truth that exists in the world that can actually be scientifically measured and explained (Flick, 2009).

The Prospective Study Participants

The participants for the study will be drawn from among managers in various corporate organizations. These individuals will form part of the target population for the study. It is worth pointing out that the topic of the study is on the role modeling in the development of managers’ leadership skills. Therefore, this topic underlines the main reason the participants will be drawn from the corporate organizations as opposed to getting them from any other place. The participants will constitute a sample population of 100 individuals.

The Methods of Data Collection

The study will utilize a triangulated method of data collection; there will be the use of closed questionnaires and structured interviews. The reason for the use of a triangulated method of data collection is because the method provides multifaceted viewpoints of the phenomenon being studied. The method also provides very rich and unbiased body of data that can be analyzed and interpreted with a relatively high degree of accuracy and assurance (Flick, 2009). Besides, the use of a triangulated method of data collection is also appropriate in ensuring both internal and external validity and reliability. It is also vital to note that the usage of questionnaires makes it possible to survey a large number of individuals within a relatively short period of time (Flick, 2009). Moreover, the questionnaires allow the data to be gathered in a very standardized way hence making them easy to analyze and interpret. However, some critics have faulted the use of questionnaires on the grounds that they are normally standardized thereby making it difficult to explain some points, especially in closed questionnaires. Again, the critics argue that participants may not respond to all questions, particularly in situations where the questionnaires may have relatively many questions to answer (Flick, 2009).

In relation to this, the use of structured interviews can be utilized where the researcher may seek clarifications on certain responses from the participants. Importantly, structured interviews have been hailed for its in-depth information and the fact that more issues related to the topic of study may come up. This makes the data gathered to be rich in the required information. Nonetheless, the use of structured interviews has also been faulted on various grounds (Flick, 2009). One of the grounds is that the process required well trained interviewers to probe participants without becoming judgmental. Again, critics argue that the analysis of research findings is relatively difficult (Flick, 2009).

Despite the critics of the two instruments of data collection, closed questionnaires and structured interviews, the strengths they have still outweigh the weaknesses. This makes the combination of the two instruments to the most appropriate methods of data collection for this study.

The Methods of Data Analysis

One of the most important parts of a research study is the analysis process. The process needs to be as accurate as it can be in order to ensure that the data collected becomes useful in terms of the subject on which the study is done. Therefore, the analysis process of data gathered will begin by cleaning of data. This will be followed by data coding and feeding of the data into a computer system where it will be analyzed by use of SPSS software version 17.0. The choice of SPSS software is due to the fact that it is among the most appropriate software for the analysis of quantitative or empirical data. In addition, SPSS is mostly used in analyzing social science research data; it is also cheap, easily available and easy to use when compared to other data analysis software.

Research Contribution to HRD?

The influence of role models on manager development within organizations has not yet thoroughly exploited. In this regard, therefore, this study will have a great contribution to the field of Human Resource Development. One of the contributions is that the research study will help in the understanding of how the productivity of an organization, especially with respect to HRD, can be enhanced through a well-planned role modeling system for managers. The study will find out how role modeling can help organizations to achieve a high productivity when applied to HRD.

In addition, it is important to note that most corporate organizations’ personnel of either gender. Moreover, it is also worth noting that studies on how gender influences role modeling within an organization are scanty. Therefore, this study will investigate and reveal how gender influence role modeling. This will help corporate organizations to gain crucial information that will help them to optimize the positive impact of role modeling for managers by taking gender into account. Reviewed literatures show that gender plays a substantial role as an intervening element in relation to role modeling for managers. This implies that gender could be determining the perception of individual managers in relation to role modeling. Based on this, the study will provide organizations with relevant information on gender that will help them to enhance efficacy of managers through role modeling programs.

Conclusion

The main purpose of the research will be to investigate the role of modeling for managers’ development. In this case, the study will focus on how role modeling contributes to the development of managers within a given organization. The study will utilize a quantitative approach to research study whereby the instruments of data collection will be closed questionnaires and structured interviews. The participants of the study will be drawn from various corporate organizations. The number of participants will be 100. The analysis process will utilize SPSS analysis software. The outcome of the study will be useful to organizations that are interested in knowing how they can benefit from role modeling programs and the influence of gender on the process of role modeling.

References

Bjerkan, M. (2006). Simply a Role Model. Bloomington: AuthorHouse.

Cai, H., Chen, Y., & Fang, H. (2007). Observational learning: evidence from a randomized natural field experiment. Cambridge: National Bureau of Economic Research.

Davids, K., Button, C., & Bennett, S. (2008). Dynamics of Skill Acquisition: A Constraints-Led Approach. Champaign: Human Kinetics.

Flick, U. (2009). An Introduction to Qualitative Research. London: SAGE.

Hickman, G. (2009). Leading Organizations: Perspectives for a New Era. London: SAGE.

Lacey, C. (2012). The Socialization of Teachers (RLE Edu N). New York: Routledge.

Marquis, B., & Huston, C. (2008). Leadership Roles and Management Functions in Nursing: Theory and Application. New York: Lippincott Williams & Wilkins.

Newman, B., & Newman, P. (2008). Development Through Life: A Psychosocial Approach. London: Cengage Learning.

Rothstein, M. (2010). Self-Management and Leadership Development. Northampton: Edward Elgar Publishing.

Sarlak, M. (2010). The New Faces of Organizations in the 21st Century: A Management and Business Reference Book. Toronto: NAISIT Publishers.

Yost, P., & Plunkett, M. (2011). Real Time Leadership Development. Hampshire: John Wiley & Sons.