Perceived Growth Versus Actual Growth In Executive Leadership Competencies: An Application Of The Stair-Step Behaviorally Anchored Evaluation Approach

Abstract

The purpose of this study was to describe student learning in executive leadership core competencies after being engaged in a two-semester leadership education sequence. The researchers used evaluative research techniques to compare perceived and actual growth in learning of executive leadership competencies. Data collection consisted of a post-then (or Before-After) self-assessment instrument and an evaluation rubric that was designed to score the final exam. The results were reported as average learning scores based upon (Before-After) measures, narrative verifications, and comparisons of perceived versus actual growth. Students varied in their perception of their competencies using only the behavioral anchors. Based on the findings of this study, new competency-based behavioral benchmarks were developed, at the near novice, proficiency, and near expert levels of competence. Recommendations to insure the fidelity of students' self-assessment and appropriateness of the behavioral benchmarks were provided.