Evidence-to-behavior map

H: Honor the Human Contract

Observable behaviors to practice

• States expectations and decision authority in plain words before work starts.
• Invites concerns and responds without blame when someone raises a problem.
• Gives feedback about specific work and the next step, not about the person.

Reflection anchors (not scored)

Early attempt

Assumes people know what is expected.

Practiced habit

Confirms expectations aloud and checks understanding.

Early attempt

Thanks people for raising issues, then moves on.

Practiced habit

Follows up visibly on what was raised.

Research links

• Team psychological safety was associated with learning behavior such as asking questions and discussing errors.

  Edmondson (1999) · DOI 10.2307/2666999

  Strength of evidence: Single field study (specific sample; often correlational). Fit: speaks directly to this behavior.

• Feedback effects varied widely; feedback that shifted attention to self-image rather than the task tended to help less.

  Kluger & DeNisi (1996) · DOI 10.1037/0033-2909.119.2.254

  Strength of evidence: Meta-analysis (pooled studies; broader but heterogeneous). Fit: speaks directly to this behavior.

• Modeling, practice and feedback were associated with learning interpersonal skills.

  Taylor et al. (2005) · DOI 10.1037/0021-9010.90.4.692

  Strength of evidence: Meta-analysis (pooled studies; broader but heterogeneous). Fit: indirect, by editorial extension.

Limitations: Psychological safety evidence here comes largely from team-level, correlational designs; feedback research predates modern leadership settings.

Practice: Conversation Lab · Kingsmen scenarios

U: Use Intelligence Wisely

Observable behaviors to practice

• Explains how a decision was reached, including what information or tools informed it.
• Checks a first impression or a metric against a second source before acting.
• Keeps a named person accountable for decisions informed by technology.

Reflection anchors (not scored)

Early attempt

Shares the decision only.

Practiced habit

Shares the decision, the reasoning and what would change it.

Research links

• Feedback directed at the task, rather than at the person, tended to be more useful, which supports transparent, task-focused reasoning.

  Kluger & DeNisi (1996) · DOI 10.1037/0033-2909.119.2.254

  Strength of evidence: Meta-analysis (pooled studies; broader but heterogeneous). Fit: indirect, by editorial extension.

• Training that included practice and feedback was associated with better learning and transfer.

  Lacerenza et al. (2017) · DOI 10.1037/apl0000241

  Strength of evidence: Meta-analysis (pooled studies; broader but heterogeneous). Fit: indirect, by editorial extension.

Limitations: Evidence for this dimension in this library is indirect. No cited source studies AI-assisted leadership judgment specifically.

Practice: Change Leadership Lab

M: Mobilize Human Capability

Observable behaviors to practice

• Delegates a meaningful responsibility with clear success criteria and decision authority.
• Pairs stretch assignments with support and a scheduled check-in.
• Names a specific, challenging goal rather than 'do your best'.

Reflection anchors (not scored)

Early attempt

Hands off tasks without stating authority.

Practiced habit

States what success looks like and what the person can decide.

Research links

• Specific, challenging goals were associated with higher performance than vague goals, shaped by feedback and commitment.

  Locke & Latham (2002) · DOI 10.1037/0003-066X.57.9.705

  Strength of evidence: Narrative or theoretical review (synthesis; not new data). Fit: speaks directly to this behavior.

• Developmental challenge related to skill development with diminishing returns; feedback availability offset them.

  DeRue & Wellman (2009) · DOI 10.1037/a0015317

  Strength of evidence: Single field study (specific sample; often correlational). Fit: speaks directly to this behavior.

Limitations: Goal-setting findings come from many settings, not delegation specifically; the developmental-challenge study used one manager sample.

Practice: Activate Your Assignment · Development plan in the reflection

A: Accelerate Leadership Readiness

Observable behaviors to practice

• Rehearses a difficult conversation before having it, then retries after feedback.
• Writes a specific if-then plan with a date for applying a new skill.
• Schedules a review to reflect on what happened and adjust.

Reflection anchors (not scored)

Early attempt

Intends to practice 'sometime'.

Practiced habit

Commits to a cue, an action and a date, then reviews it.

Research links

• Program features such as practice, feedback and spacing were related to training effectiveness.

  Lacerenza et al. (2017) · DOI 10.1037/apl0000241

  Strength of evidence: Meta-analysis (pooled studies; broader but heterogeneous). Fit: speaks directly to this behavior.

• Transfer to the job was stronger with varied practice scenarios and workplace support.

  Taylor et al. (2005) · DOI 10.1037/0021-9010.90.4.692

  Strength of evidence: Meta-analysis (pooled studies; broader but heterogeneous). Fit: speaks directly to this behavior.

• If-then implementation intentions were proposed to help people act on goals by linking a situation to a response.

  Gollwitzer (1999) · DOI 10.1037/0003-066X.54.7.493

  Strength of evidence: Narrative or theoretical review (synthesis; not new data). Fit: speaks directly to this behavior.

Limitations: Training meta-analyses pool varied programs and often self-reported outcomes; implementation intention research is largely outside leadership settings.

Practice: Change Leadership Lab rehearsal mode · Evidence-to-Practice pathways

N: Navigate the Human Side of Change

Observable behaviors to practice

• Explains why a change is happening and what it means for people's daily work.
• Asks for input before decisions are final and reports back what changed because of it.
• Removes or eases other demands when adding new ones.

Reflection anchors (not scored)

Early attempt

Announces the change.

Practiced habit

Explains, invites input and adjusts support as the change unfolds.

Research links

• Recipients' reactions to change were linked to factors including how change was communicated, participation and support.

  Oreg et al. (2011) · DOI 10.1177/0021886310396550

  Strength of evidence: Narrative or theoretical review (synthesis; not new data). Fit: speaks directly to this behavior.

• Psychological safety was associated with people raising issues, relevant to surfacing concerns during change.

  Edmondson (1999) · DOI 10.2307/2666999

  Strength of evidence: Single field study (specific sample; often correlational). Fit: indirect, by editorial extension.

Limitations: The change review synthesizes studies with varied designs and measures; it does not prescribe a specific process.

Practice: Change Leadership Lab · Conversation Lab

Practice loop across labs

Each tool combines some of: example behavior, practice, constructive feedback, retry and a specific transfer commitment.

• H.U.M.A.N. reflection: Behavior-based reflection items, stage-specific suggestions and a dated 30/60/90 plan. Not a validated assessment.
• Conversation Lab: Authored scenarios, practice from several perspectives, optional consented text review with constructive feedback, and retry.
• Change Leadership Lab: Coach and rehearsal modes, authored consequences, retry cues, debrief and an exportable action plan.
• Kingsmen Leadership Lab: Branching scenarios with feedback, rehearsal lines, journal and a personal commitment.Faith content (Scripture and reflection) is offered as spiritual reflection and is kept separate from research claims.
• Educator Leadership Lab: Separate site and project; not audited in this update.School policy questions must be checked against official district, state or federal sources.