CiteULike: Tag leadership

Shared leadership in the Apache project

Roy Fielding — 2006-01-26T12:37:25-00:00

Commun. ACM, Vol. 42, No. 4. (April 1999), pp. 42-43.

Managing distance in a global virtual team: the evolution of trust through technology-mediated relational communication

Kaisa Henttonen — 2005-04-22T11:52:12-00:00

Strategic Change, Vol. 14, No. 2. (14 April 2005), pp. 107-119.

<A NAME="L1" ></A ><TABLE ><TR ><TD ALIGN="LEFT" VALIGN="TOP" ><IMG SRC="/giflibrary/12/squf.gif" BORDER="0"> </TD ><TD ALIGN="LEFT" VALIGN="TOP" >Virtual teams offer the potential for the efficient combination of a dispersed workforce and the potential for leveraging diffuse knowledge and skills effectively for collaborative innovation. Information technology plays an important role in virtual teams, but virtual teamwork also involves significant social redesign. Trust is argued to be an important component in team development and effectiveness, and within this paper we explore the role and development of trust in the early stages of a virtual team.</TD ></TR ><TR ><TD ALIGN="LEFT" VALIGN="TOP" ><IMG SRC="/giflibrary/12/squf.gif" BORDER="0"> </TD ><TD ALIGN="LEFT" VALIGN="TOP" >On the basis of findings from a web-based questionnaire and interviews with global virtual team members in a major telecommunications company it appears that communications technology supports relationship building in tasks related to information sharing and storing and relational communication to a lesser degree. The antecedents of trust in the virtual team identified are similar to the antecedents of trust in a traditional collocated team context, and it appears that virtual team leaders and members approach virtual teams as an extension of traditional teamwork.</TD ></TR ><TR ><TD ALIGN="LEFT" VALIGN="TOP" ><IMG SRC="/giflibrary/12/squf.gif" BORDER="0"> </TD ><TD ALIGN="LEFT" VALIGN="TOP" >On the basis of the research results it is argued that relational communication and psychosocial factors such as trust, commitment and communication play an important role in the functioning of virtual teams. It is also suggested that where virtual team leaders and members attempt to approach virtual teams as an extension of traditional teamwork, many of the potential benefits may not be realized while much of the expense related to virtual teamwork remains.</TD ></TR ></TABLE ></TD ></TR ><TR ><TD >Copyright © 2005 John Wiley & Sons, Ltd.

Managing without Leadership: Towards a Theory of Organizational Functioning

Gabriele Lakomski — 2006-05-10T09:17:04-00:00

(12 January 2005)

A critical examination of leadership theories past and present, Managing without Leadership argues that leadership as traditionally understood does not explain organizational functioning. Bounded by empiricist assumptions and methodology, and including a narrow theory of mind as symbol processor, leadership theories are unable to support their claims about leaders and their actions. Drawing on coherentist epistemology, connectionism, and the theory of self-organizing dynamic systems, a naturalistic account of organizational functioning and organization design is explored that includes leaders as non-privileged agents in the cognitive fabric of organizational life.

The uncertainty principle and industry-sponsored research.

B Djulbegovic — 2008-06-24T09:22:33-00:00

Lancet, Vol. 356, No. 9230. (19 August 2000), pp. 635-638.

BACKGROUND: Reporting of pharmaceutical-industry-sponsored randomised clinical trials often result in biased findings, either due to selective reporting of studies with non-equivalent arms or publication of low-quality papers, wherein unfavourable results are incompletely described. A randomised trial should be conducted only if there is substantial uncertainty about the relative value of one treatment versus another. Studies in which intervention and control are thought to be non-equivalent violates the uncertainty principle. METHODS: We examined the quality of 136 published randomised trials that focused on one disease category (multiple myeloma) and adherence to the uncertainty principle. To evaluate whether the uncertainty principle was upheld, we compared the number of studies favouring experimental treatments over standard ones. We analysed data according to the source of funding. FINDINGS: Trials funded solely or in part by 35 profit-making organisations had a trend toward higher quality scores (mean 2.94 [SD 1.3]; median 3) than randomised trials supported by 95 governmental or other non-profit organisations (2.4 [0.8]; 2; p=0.06). Overall, the uncertainty principle was upheld, with 44% of randomised trials favouring standard treatments and 56% innovative treatments (p=0.17); mean and median preference evaluation scores were 3.7 (1.0) and 4. However, when the analysis was done according to the source of funding, studies funded by non-profit organisations maintained equipoise favouring new therapies over standard ones (47% vs 53%; p=0.608) to a greater extent than randomised trials supported solely or in part by profit-making organisations (74% vs 26%; p=0.004). INTERPRETATION: The reported bias in research sponsored by the pharmaceutical industry may be a consequence of violations of the uncertainty principle. Sponsors of clinical trials should be encouraged to report all results and to choose appropriate comparative controls.

The New Meaning of Educational Change

Michael Fullan — 2006-11-25T05:49:42-00:00

Field Guide to Academic Leadership (Jossey Bass Higher and Adult Education Series)

Robert Diamond — 2006-08-08T04:40:33-00:00

(09 October 2002)

"Once again, Bob Diamond has cut to the heart of the matter and has given us a field guide?actually a handbook?of real, hands-on academic leadership. He has assembled an elite group of contributors who provide insights and guidance, which will be useful for all academic leaders?new and old, public or private, CEO or assistant." — Charles E. Glassick, senior associate emeritus, The Carnegie Foundatio

The Jossey-Bass Academic Administrator's Guide to Exemplary Leadership (Jossey_Bass Academic Administrator's Guide Books)

James Kouzes — 2006-08-08T04:23:08-00:00

(21 April 2003)

Written by James M. Kouzes and Barry Z. Posner—two of the foremost experts on the topic of leadership—the Jossey-Bass Academic Administrator's Guide to Exemplary Leadership clearly shows how anyone can develop the key leadership skills needed "to get extraordinary things done" on their campuses. This important resource outlines the principles and practices that are solidly based in more than two decades of quantitative and qualitative research. The Jossey-Bass Academic Administrator's Guide to Exemplary Leadership <ul> <li>Describes the proven Five Practices of Exemplary Leadership <li>Explains the fundamental principles that support the key leadership practices <li>Provides actual case examples of real people on college and university campuses who demonstrate each practice <li>Offers specific recommendations on what to do to own these practices <li>Shows how to continue to develop as a leader </ul>

Leadership Refrains: Patterns of Leadership

Simon Kelly — 2006-09-28T13:29:17-00:00

Leadership, Vol. 2, No. 2. (1 May 2006), pp. 181-201.

This article considers issues of leadership and leadership development by reflecting on the notion of the refrain as pattern. Drawing on our research of leadership within UK further education (FE) we examine how tracing patterns of leadership' can provide an insight into the practical accomplishment of leadership in FE as everyday ordinary' work. In an era of increased change and uncertainty about the character of leadership within the sector, we use our ethnographic data and interdisciplinary backgrounds to consider leadership development as essentially a design problem through adopting and adapting the notion of patterns that emerge in the architectural work of Christopher Alexander and the organizational studies of Tom Erickson. In doing so we point to the comforting effect of both the refrain and the pattern to repeat, return, renew, react, refine, reconstruct and resolve. We conclude by suggesting some of the ways in which the documenting and describing of such patterns of leadership can be used as teachable moments' for the design and deployment of programmes of leadership development and training. 10.1177/1742715006062934

How to Win Friends & Influence People

Dale Carnegie — 2008-05-19T19:57:51-00:00

(01 October 1998)

This grandfather of all people-skills books was first published in 1937. It was an overnight hit, eventually selling 15 million copies. _How to Win Friends and Influence People_ is just as useful today as it was when it was first published, because Dale Carnegie had an understanding of human nature that will never be outdated. Financial success, Carnegie believed, is due 15 percent to professional knowledge and 85 percent to "the ability to express ideas, to assume leadership, and to arouse enthusiasm among people." He teaches these skills through underlying principles of dealing with people so that they feel important and appreciated. He also emphasizes fundamental techniques for handling people without making them feel manipulated. Carnegie says you can make someone want to do what you want them to by seeing the situation from the other person's point of view and "arousing in the other person an eager want." You learn how to make people like you, win people over to your way of thinking, and change people without causing offense or arousing resentment. For instance, "let the other person feel that the idea is his or hers," and "talk about your own mistakes before criticizing the other person." Carnegie illustrates his points with anecdotes of historical figures, leaders of the business world, and everyday folks. _--Joan Price_

Teaching Spiritual Synchronicity in a Business Leadership Class

CD Pielstick — 2004-12-28T16:52:00-00:00

Journal of Management Education, Vol. 29, No. 1., 153.

How Colleges Work : The Cybernetics of Academic Organization and Leadership (Jossey Bass Higher and Adult Education Series)

Robert Birnbaum — 2005-12-16T04:49:29-00:00

(29 July 1991)

One of the best theoretical and applied analyses of university academic organization and leadership in print. This book is significant because it is not only thoughtfully developed and based on careful reading of the extensive literature on leadership and governance, but it is also deliberately intAnded to enable the author to bridge the gap between theories of organization, on one hand, and practical application, on the other. ?Journal of Higher Education

Toward the Pedagogically Engaged School: Listening to Student Voice as a Positive Response to Disengagement and ‘Dropping Out’?

John Smyth — 2008-02-29T21:13:54-00:00

International Handbook of Student Experience in Elementary and Secondary School (2007), pp. 635-658.

Principle Centered Leadership

Stephen Covey — 2006-06-27T22:15:31-00:00

(01 October 1992)

From the author of Seven Habits of Highly Effective People, Dr. Covey offers insights and guidelines that can help you apply leadership principles at work and at home. Paper. Success - Psychological aspects.

Best Practices in Leadership Development and Organization Change : How the Best Companies Ensure Meaningful Change and Sustainable Leadership (Essential Knowledge Resource)

David Ulrich — 2006-06-28T20:34:29-00:00

(07 December 2004)

In this important book, successful organizations—including well-known companies such as Agilent Technologies, Corning, GE Capital, Hewlett Packard, Honeywell Aerospace, Lockheed Martin, MIT, Motorola, and Praxair—share their most effective approaches, tools, and specific methods for leadership development and organizational change. These exemplary organizations serve as models for leadership development and organizational change because they <ul> <li>Commit to organizational objectives and culture <li>Transform behaviors, cultures, and perceptions <li>Implement competency or organization effectiveness models <li>Exhibit strong top management leadership support and passion </ul> In this important book, successful organizations—including well-known companies such as Agilent Technologies, Corning, GE Capital, Hewlett Packard, Honeywell Aerospace, Lockheed Martin, MIT, Motorola, and Praxair—share their most effective approaches, tools, and specific methods for leadership development and organizational change. These exemplary organizations serve as models for leadership development and organizational change because they <ul> <li>Commit to organizational objectives and culture <li>Transform behaviors, cultures, and perceptions <li>Implement competency or organization effectiveness models <li>Exhibit strong top management leadership support and passion </ul>

Multicultural leadership, sustainable total school environment

Yeung — 2007-01-01T18:23:52-00:00

Educational Research for Policy and Practice, Vol. 5, No. 2. (July 2006), pp. 121-131.

Research into the impact of school leadership on pupil outcomes: policy and research contexts

Christopher Day — 2008-05-10T07:54:10-00:00

School Leadership & Management, Vol. 28, No. 1. (2008), pp. 5-25.

This paper extends the introduction to the authors study of successful school leadership and how it influences pupil outcomes begun in the Editorial introduction. Critical to an appreciation especially of the external validity of their results is an understanding of the policy context in which the English leaders in their study found themselves; this is a policy context dominated by concerns for external accountability and increases in the academic performance of pupils. In addition to describing this context, the paper summarises the conceptual and methodological framework that guided the early stage of their research and outlines their mixed-methods research design.

Leadership for Organisational Learning and Improved Student OutcomesWhat Do We Know?

Bill Mulford — 2008-05-31T08:04:44-00:00

Cambridge Journal of Education, Vol. 33, No. 2. (2003), pp. 175-195.

The Leadership for Organisational Learning and Student Outcomes (LOLSO) Research Project addresses the need to extend present understandings of school reform initiatives that aim to change school practices with the intention of supporting enhanced student learning. In this article results from LOLSO's teacher surveys ('teacher voice') and student surveys ('pupil voice') are organised around six of the project's major research questions: how is the concept of organisational learning (OL) defined in Australian secondary schools (teacher voice)? What leadership practices promote OL in schools (teacher voice)? What are some outcomes of schooling other than academic achievement (pupil voice)? What are the relationships between the non-academic and academic outcomes of schooling? Do school leadership and/or organisational learning contribute to student outcomes? What other factors contribute to student outcomes? The answers to these questions lead to four clear implications relating to distributive leadership, development, context, and a broader understanding of student outcomes. The answers also raise concerns about the current emphasis on transactional leadership, that is school leadership that overemphasises the managerial or strategic.

Rethinking Educational Reform: A Loosely Coupled and Complex Systems Perspective

Chris Goldspink — 2008-05-31T08:00:09-00:00

Educational Management Administration Leadership, Vol. 35, No. 1. (1 January 2007), pp. 27-50.

This article critically examines two sets of ideas that have influenced educational reform in the recent past: managerialism and market approaches. It is argued that while each can be demonstrated to have led to useful change, neither provides a basis for future improvement in education. A recent example of change within the State School sector of South Australia is used to provide a grounding point for the development of a set of principles to guide future reform. These principles draw on a well-established set of ideas: that of educational systems as loosely coupled' and recent advances in the application of complex systems concepts to organizational management. These concepts, and the South Australian example, suggest the potential benefits from using self-organizational properties to improve institutional learning. Unlike the rationalist' management and market approaches, the alternative model emphasizes the need for a focus on people, relationships and learning rather than structures and centrally determined standards for conformance. 10.1177/1741143207068219

Book Review

Brenda Beatty — 2008-03-12T11:39:38-00:00

Educational Administration Quarterly, Vol. 40, No. 2. (1 April 2004), pp. 296-312.

Out of the closet is the secret suffering of both leaders and teachers. These two important new works are credible empirical explorations of a highly influential, little-acknowledged, and underexplored phenomenon: the emotional wounding of educators. They examine characteristics of such events along with implications and options for action thereby making them valuable and rare contributions to the field. Both are rigorously grounded methodologically and exhibit commendable interpretive ingenuity. Considered together, they provide a split-screen view of teachers'and leaders'emotional lives that warrants further attention if we are to understand and affect educational change. Breaking the Silence examines "educational leadership's dirty little secret," the mis-treatment of teachers by principals. The Wounded Leader explores leaders'own wounding crises and a range of responses that leave leaders trapped, healed but scarred, or, alternatively, transcendent. Both books are highly recommended reading for practitioners and scholars alike. 10.1177/0013161X03260952

Aesthetic Dimensions Educational Administration & Leadership

Eugenie Samier — 2008-02-25T09:14:57-00:00

(13 June 2006)

The Aesthetic Dimensions of Educational Administration and Leadership provides an aesthetic critique of educational administration and leadership. It demonstrates the importance of aesthetics on all aspects of the administrative and leadership world: the ways ideas and ideals are created, how their expression is conveyed, the impact they have on interpersonal relationships and the organizational environment that carries and reinforces them, and the moral boundaries or limits that can be established or exceeded. The book is divided into three sections. · Section I examines various philosophical traditions in aesthetics as they inform administrative life, focussing on major modern traditions arising from Kant, romanticism and Nietzsche, Collingwood, the pragmatic school, and critical theory. · Section II explores four aesthetic sources for administrative critique - architecture, literature, film, and movement - as they serve both to understand the social construction of administration and leadership and provide a critique of values, roles, power and authority. · Section III examines more topical and applied problems of charisma, heroism, and authority in practice, concluding with a discussion of the aesthetic analysis of politics and power within the context of contemporary educational administration and leadership theory. While presenting a significant departure from conventional studies in the field, the international contributors reflect a continuity of thought on the creation, use and abuse of administrative and leadership authority from the writings of Plato through to contemporary theory. This book should appeal to school administrators and leaders and those aspiring to these roles.

Leading Change for Student Achievement

Mulford — 2006-05-21T03:31:04-00:00

Journal of Educational Change, Vol. 7, No. 1-2. (March 2006), pp. 47-58.

The International Context for Research in Educational Leadership

Bill Mulford — 2008-01-10T20:51:07-00:00

Educational Management Administration Leadership, Vol. 33, No. 2. (1 April 2005), pp. 139-154.

This overview of some aspects of the environment shaping the direction and nature of research in educational leadership in Australia, the USA and the UK commences by outlining a number of broad societal pressures, moves to the more specific international and national governmental reviews of educational research and some responses to these reviews, and finally outlines some researchers' attempts to define the research agenda for themselves. While the societal pressures and processes employed by governments to review education and its research are similar in each country, the outcome is quite different. From the most centralized UK system we find increased attention being paid to, and funding being provided for, educational research, but only in areas that focus on government-defined policy and practice. In the less centralized Australian system there has been less attention to, and funding for, educational research. Finally, in the least centralized US system, and despite increased federal intervention, in relative terms a thousand research flowers continue to bloom and be funded. The article concludes by noting some commonalities across these societal, governmental and professional contexts. 10.1177/1741143205051049

Educational Leadership for Organisational Learning and Improved Student Outcomes (Studies in Educational Leadership)

Bill Mulford — 2008-01-10T20:40:36-00:00

(30 April 2004)

The change in paradigm in our field is away from the great man or woman theory of leadership and the teacher in his or her own classroom to the development of learning communities which value differences and support critical reflection and encourage members to question, challenge, and debate teaching and learning issues. How to achieve such learning communities is far from clear, but we believe the areas of problem-based learning (PBL) and organizational learning (OL) offer valuable clues. The indications are that the successful educational restructuring agenda depends on teams of leaders, whole staffs and school personnel, working together (i.e., OL) linking evidence and practice in genuine collaboration (i.e., PBL). The book is unique in that it is both about and uses these two concepts. The book is made up of four sections: 1. An introductory rational in which the case for using only quality evidence in school reform efforts is argued. Results from a quality research project are then presented. These results are organised around six questions: how is the concept of OL defined in schools ('teacher voice')? what leadership practices promote OL in schools ('teacher voice')? what are some outcomes of schooling other than academic achievement ('pupil voice')? what are the relationships between the non-academic and academic outcomes of schooling? does school leadership and/or organisational learning contribute to student outcomes? And, what other factors contribute to student outcomes? The section concludes with a plea that given the accumulation and consistent quality of the evidence from across systems and countries, we no longer need to involve ourselves with just impressions of effective leadership. We have a way forward that links leadership to organisational learning and improved student outcomes. 2. Advice for using the book. The reasons for the choice of problem-based learning as the vehicle for the professional development materials that form the major part of this book are detailed. Suggestions are then made for use of the book, including a one-day and two-day workshop, and advice on group development and warm-up activities for such group development before moving to the problem-based learning package in Section 3. 3. A problem based-learning, evidence informed, professional development package for aspiring and actual school leaders based on real schools and their leaders. 4. A challenge. The final section provides refined versions of the diagnostic instruments used in the research and challenges readers to use them in their own schools. The book concludes with the references used and a list of other readings.

Seven strong claims about successful school leadership

Kenneth Leithwood — 2008-01-10T11:58:26-00:00

School Leadership & Management, Vol. 28, No. 1. (2008), pp. 27-42.

This article provides an overview of the literature concerning successful school leadership. It draws on the international literature and is derived from a more extensive review of the literature completed in the early stage of the authors’ project. The prime purpose of this review is to summarise the main findings from the wealth of empirical studies undertaken in the leadership field.

Models of successful principal leadership

Gurr — 2006-09-17T02:49:54-00:00

School Leadership and Management, Vol. 26, No. 4. (September 2006), pp. 371-395.

A longitudinal study of the moderating role of extraversion: leader-member exchange, performance, and turnover during new executive development.

TN Bauer — 2008-05-19T20:43:57-00:00

The Journal of applied psychology, Vol. 91, No. 2. (March 2006), pp. 298-310.

Identifying factors that help or hinder new executives in "getting up to speed" quickly and remaining with an organization is vital to maximizing the effectiveness of executive development. The current study extends past research by examining extraversion as a moderator of relationships between leader-member exchange (LMX) and performance, turnover intentions, and actual turnover for an executive sample. The sample consisted of 116 new executives who were surveyed prior to starting their employment and at 3 months postentry. A total of 67 senior executives rated these new executives in terms of overall performance at 6 months postentry. Turnover data were gathered from company records 3 1/2 years later. Hierarchical regression results showed that LMX was not related to performance or turnover intentions for those high in extraversion; but for individuals low in extraversion, there was a relation between LMX, performance, and turnover intentions. Furthermore, survival analyses showed that LMX was only related to turnover-hazard rate for individuals low in extraversion.

Toward a theory of individual differences and leadership: understanding the motivation to lead.

KY Chan — 2008-05-19T20:42:25-00:00

The Journal of applied psychology, Vol. 86, No. 3. (June 2001), pp. 481-498.

A broad, integrative theoretical framework for understanding the relationship between individual differences and various leader behaviors is presented; it proposes a new individual-differences construct called the motivation to lead (MTL). A large-scale study using 3 samples in different occupational and cultural contexts shows 3 factors underlying MTL, namely, affective-identity, noncalculative, and social-normative MTL. A parsimonious model of antecedents to MTL is developed through hierarchical regression modeling and is cross-validated using confirmatory latent variable modeling. MTL is shown to provide incremental validity over other predictors such as general cognitive ability, values, personality, and attitudes in the prediction of 2 behavioral measures of leadership potential. Findings are discussed with reference to the theoretical framework proposed for understanding individual differences in leader behavior.

Pattern and variable approaches in leadership emergence and effectiveness.

RJ Foti — 2008-05-19T20:41:06-00:00

The Journal of applied psychology, Vol. 92, No. 2. (March 2007), pp. 347-355.

This study examined variable and pattern approaches to studying the influence of individual differences on both leadership emergence and leader effectiveness. Emergent leaders were identified and then followed for 9 months of effectiveness data gathering. Bivariate correlation and regression analyses were complemented by person-based analyses. Results showed that the same pattern of individual differences (high intelligence, high dominance, high general self-efficacy, and high self-monitoring) was associated with both leadership emergence and leader effectiveness. Persons scoring high on the set of individual difference variables emerged as leaders, were promoted to leadership positions, and were rated by their superiors as effective leaders.

Leadership, collective personality, and performance.

DA Hofmann — 2008-05-19T20:39:37-00:00

The Journal of applied psychology, Vol. 90, No. 3. (May 2005), pp. 509-522.

By viewing behavior regularities at the individual and collective level as functionally isomorphic, a referent-shift compositional model for the Big 5 personality dimensions is developed. On the basis of this compositional model, a common measure of Big 5 personality at the individual level is applied to the collective as a whole. Within this framework, it is also hypothesized that leadership (i.e., transformational, transactional, and passive) would predict collective personality and that collective personality would be significantly related to collective performance. The results supported these hypotheses using a sample of franchised units. On the basis of recent research at the individual level, several interactions among the various personality dimensions were hypothesized and supported. Implications are discussed.

Implicit leadership theories in applied settings: factor structure, generalizability, and stability over time.

O Epitropaki — 2008-05-19T20:37:15-00:00

The Journal of applied psychology, Vol. 89, No. 2. (April 2004), pp. 293-310.

The present empirical investigation had a 3-fold purpose: (a) to cross-validate L. R. Offermann, J. K. Kennedy, and P. W. Wirtz's (1994) scale of Implicit Leadership Theories (ILTs) in several organizational settings and to further provide a shorter scale of ILTs in organizations; (b) to assess the generalizability of ILTs across different employee groups, and (c) to evaluate ILTs' change over time. Two independent samples were used for the scale validation (N1 = 500 and N2 = 439). A 6-factor structure (Sensitivity, Intelligence, Dedication, Dynamism, Tyranny, and Masculinity) was found to most accurately represent ELTs in organizational settings. Regarding the generalizability of ILTs, although the 6-factor structure was consistent across different employee groups, there was only partial support for total factorial invariance. Finally, evaluation of gamma, beta, and alpha change provided support for ILTs' stability over time.

Intelligence and leadership: a quantitative review and test of theoretical propositions.

TA Judge — 2008-05-19T20:35:56-00:00

The Journal of applied psychology, Vol. 89, No. 3. (June 2004), pp. 542-552.

Meta-analysis was used to aggregate results from studies examining the relationship between intelligence and leadership. One hundred fifty-one independent samples in 96 sources met the criteria for inclusion in the meta-analysis. Results indicated that the corrected correlation between intelligence and leadership is.21 (uncorrected for range restriction) and.27 (corrected for range restriction). Perceptual measures of intelligence showed stronger correlations with leadership than did paper-and-pencil measures of intelligence. Intelligence correlated equally well with objective and perceptual measures of leadership. Additionally, the leader's stress level and the leader's directiveness moderated the intelligence-leadership relationship. Overall, results suggest that the relationship between intelligence and leadership is considerably lower than previously thought. The results also provide meta-analytic support for both implicit leadership theory and cognitive resource theory.

Personality and leadership: a qualitative and quantitative review.

TA Judge — 2008-05-19T20:34:43-00:00

The Journal of applied psychology, Vol. 87, No. 4. (August 2002), pp. 765-780.

This article provides a qualitative review of the trait perspective in leadership research, followed by a meta-analysis. The authors used the five-factor model as an organizing framework and meta-analyzed 222 correlations from 73 samples. Overall, the correlations with leadership were Neuroticism = -.24, Extraversion = .31, Openness to Experience = .24, Agreeableness = .08, and Conscientiousness = .28. Results indicated that the relations of Neuroticism, Extraversion, Openness to Experience, and Conscientiousness with leadership generalized in that more than 90% of the individual correlations were greater than 0. Extraversion was the most consistent correlate of leadership across study settings and leadership criteria (leader emergence and leadership effectiveness). Overall, the five-factor model had a multiple correlation of .48 with leadership, indicating strong support for the leader trait perspective when traits are organized according to the five-factor model.

Loving yourself abundantly: relationship of the narcissistic personality to self- and other perceptions of workplace deviance, leadership, and task and contextual performance.

TA Judge — 2008-05-19T20:32:34-00:00

The Journal of applied psychology, Vol. 91, No. 4. (July 2006), pp. 762-776.

The authors report results from 2 studies assessing the extent to which narcissism is related to self- and other ratings of leadership, workplace deviance, and task and contextual performance. Study 1 results revealed that narcissism was related to enhanced self-ratings of leadership, even when controlling for the Big Five traits. Study 2 results also revealed that narcissism was related to enhanced leadership self-perceptions; indeed, whereas narcissism was significantly positively correlated with self-ratings of leadership, it was significantly negatively related to other ratings of leadership. Study 2 also revealed that narcissism was related to more favorable self-ratings of workplace deviance and contextual performance compared to other (supervisor) ratings. Finally, as hypothesized, narcissism was more strongly negatively related to contextual performance than to task performance.

Transformational leadership: relations to the five-factor model and team performance in typical and maximum contexts.

BC Lim — 2008-05-19T20:29:07-00:00

The Journal of applied psychology, Vol. 89, No. 4. (August 2004), pp. 610-621.

This study examined the 5-factor model of personality, transformational leadership, and team performance under conditions similar to typical and maximum performance contexts. Data were collected from 39 combat teams from an Asian military sample (N = 276). Results found that neuroticism and agreeableness were negatively related to transformational leadership ratings. Team performance ratings correlated at only.18 across the typical and maximum contexts. Furthermore, transformational leadership related more strongly to team performance in the maximum rather than the typical context. Finally, transformational leadership fully mediated the relationship between leader personality and team performance in the maximum context but only partially mediated the relationship between leader personality and team performance in the typical context. The Discussion section focuses on how these findings, although interesting, need to be replicated with different designs, contexts, and measures.

Five-factor model of personality and transformational leadership.

TA Judge — 2008-05-19T20:25:39-00:00

The Journal of applied psychology, Vol. 85, No. 5. (October 2000), pp. 751-765.

This study linked traits from the 5-factor model of personality (the Big 5) to transformational leadership behavior. Neuroticism, Extraversion, Openness to Experience, and Agreeableness were hypothesized to predict transformational leadership. Results based on 14 samples of leaders from over 200 organizations revealed that Extraversion and Agreeableness positively predicted transformational leadership; Openness to Experience was positively correlated with transformational leadership, but its effect disappeared once the influence of the other traits was controlled. Neuroticism and Conscientiousness were unrelated to transformational leadership. Results further indicated that specific facets of the Big 5 traits predicted transformational leadership less well than the general constructs. Finally, transformational leadership behavior predicted a number of outcomes reflecting leader effectiveness, controlling for the effect of transactional leadership.

Healthcare managers' roles, competencies, and outputs in organizational performance improvement.

WG Wallick — 2008-03-27T01:53:17-00:00

J Healthc Manag, Vol. 47, No. 6. (c 2002)

Healthcare CEOs recognize that managers are under increasing pressure to work smarter and more efficiently with fewer available resources. Jobs in the healthcare industry are in a constant state of change, requiring a workforce that is not only prepared to adjust quickly to the changing environment but to simultaneously maintain or improve overall organizational performance. Traditionally, trainers were viewed as the people with the primary responsibility for improving organizational performance. Today some CEOs believe healthcare managers should own that responsibility, and other CEOs believe the responsibility should be shared among healthcare managers and trainers. This shift in how accountability is viewed poses at least two important questions. Are managers aware of the various roles they need to enact to achieve successful organizational performance improvement? Do managers possess the competencies associated with those roles? The seven most contemporary trainer roles, now referred to as workplace learning and performance roles, are examined in this article to help managers increase their knowledge of the roles, competencies, and outputs expected of them. Based on findings of a study conducted to examine CEO's perceptions of managers' roles in the performance improvement process, this article provides theoretical backgrounds, includes verbatim study comments, and offers practical recommendations or tips for managers.

Self-Management as a Substitute for Leadership: A Social Learning Theory Perspective

Charles Manz — 2007-07-08T13:53:10-00:00

The Academy of Management Review, Vol. 5, No. 3. (1980), pp. 361-367.

Kerr [1976] has coined the term ßubstitutes for leadership" in reference to nonleader sources of task structure and direction. We focus on one such substitute, the capability of the follower for self-management. Individuals manage their own behaviors by setting personal standards, evaluating their performance in terms of these standards, and by self-administering consequences based on their self-evaluations. Specific techniques such as self-observation, goal specification, cueing strategies, incentive modification, and rehearsal can be used to exercise self-management behavior. Organizational leaders can help subordinates develop self-management skills.

Leading teams

Richard Hackman — 2007-06-12T01:48:14-00:00

(2004)

Presents an interview with J. Richard Hackman, Cahners-Rabb Professor of Social and Organizational Psychology, Harvard University. Covers areas of the selection of leaders in companies and the way that personal attitudes and behaviour patterns of team members complicate the chances of a team's success. Also discusses the definintion of a self-managed performing unit, and whether the design and support of a successful self-managed team typically take into account the individual skills and characters of team members. Concludes with a discussion of how productivity gains from self-managed teams can be assessed.

Bass & Stogdill's Handbook of Leadership

Bernard Bass — 2007-07-08T14:13:19-00:00

(23 July 1990)

For seventeen years and through two editions, this Handbook has been the indispensable "bible" for every serious student of leadership. This third edition reflects the growth and changes in the study of leadership since the 1981 edition. There have been shifts in both content and method. Senior managers, for example, have become an increasing subject of inquiry. Distinctly separate fields of inquiry, such as political science and psychology, have been joined in this edition to build a broader appreciation of the phenomenon of leadership. Throughout the Handbook, the contributions from cognitive social psychology and the social, political, communications, and administrative sciences have been expanded.As in the second edition, Bernard Bass begins with a consideration of the definitions and concepts used, and a brief review of some of the better-known theories. Professor Bass then focuses on the personal traits, tendencies, attributes, and values of leaders and the knowledge, intellectual competence, and technical skills required for leadership. Next, he looks at leaders' socioemotional talents, interpersonal competencies, and the differences in these characteristics in leaders who are imbued with ideologies, especially authoritarianism, Machiavellianism, and self-aggrandizement. A fuller examination of the values, needs, and satisfactions of leaders follows, and singled out for special attention are competitiveness and the preferences for taking risks. In his chapters on personal characteristics, Bass examines the esteem that others generally accord to leaders as a consequence of the leaders' personalities. The more general examination of the personal factors associated with leadership has been extensively reorganized and expanded, and increased attention has been paid to knowledge, information, and intellectual ability, as well as to power and political tactics.The many developments in theory and research about charisma since 1974 have now made possible an entire chapter devoted to charismatic and inspirational leadership. Bass argues that a new paradigm of leadership -- transformational leadership -- has arisen that makes possible the inclusion of a much wider range of phenomena than when theory and modeling are limited to reinforcement strategies.Studies of women increased dramatically during the 1980s. Accordingly, Chapter 32 on women and leadership has been considerably expanded over the chapter in the second edition. Completely new to this edition are studies by European and Japanese investigators on the accelerating internationalization of management.Finally, a glossary has been included in this edition to assist specialists in a particular academic discipline who may be unfamiliar with terms used in other fields.

Paradox and Performance: Toward a Theory of Behavioral Complexity in Managerial Leadership

Daniel Denison — 2007-07-08T13:58:07-00:00

Organization Science, Vol. 6, No. 5. (1995), pp. 524-540.

The concept of paradox has received increasing attention in the study of leadership, but these new ideas have not yet had much influence on empirical leadership research. This paper examines the development of these ideas in the literature and attempts to clarify what influence they might have on empirical research. One general implication of the paradox perspective, that more effective leaders generally display a more complex and varied set of behaviors, is then examined empirically with respect to Quinn's (1984, 1988) model of leadership roles. This model is one of few that allows for an empirical test of some of the central ideas developed by the paradox perspective. The paper also contrasts the recent emphasis on cognitive complexity in the organizational literature (Weick 1979, Kiesler and Sproull 1982, Streufert and Swezey 1986), with the relative lack of attention given to behavioral complexity. Cognitive complexity, the paper argues, may well be a necessary condition for the effective practice of leadership. Behavioral complexity, however, must certainly be the sufficient condition. Leadership must inevitably be performed through action, not cognition, and it would thus appear to be time for leadership researchers to begin to develop theories of behavioral as well as cognitive complexity. The paper also examines several existing leadership theories that are consistent with this point of view (Mintzberg 1973, 1975, Yukl 1981; Bass 1981), and have (in effect) already offered useful definitions of behavioral complexity. The empirical results of this study come from a study of 176 executives whose leadership role behavior is rated by their subordinates, and whose effectiveness is rated by their superiors. The analysis relies upon a nontraditional analysis technique based on multidimensional scaling that is well suited to this unorthodox analytic problem. The results show that the more effective executives exhibit a greater variety of leadership roles than their less effective counterparts, and that these roles are much clearer to their subordinates. The results also show that more effective executives show much more of the underlying structure of leadership roles proposed by the Quinn model than do less effective executives. Finally, this paper suggests that the concepts of paradox and behavioral complexity are instrumental to a fuller understanding of managerial leadership, and concludes with a discussion of the future research agenda in this area.

Building trust and shared knowledge in communities of e-learning practice: collaborative leadership in the JISC eLISA and CAMEL lifelong learning projects

Jameson — 2006-10-31T11:48:26-00:00

British Journal of Educational Technology, Vol. 37, No. 6. (November 2006), pp. 949-967.

Development of the servant leadership assessment instrument

Dennis — 2005-12-11T22:56:08-00:00

Leadership and Organization Development Journal, Vol. 26, No. 8. (January 2005), pp. 600-615.

Influence without authority: The use of alliances, reciprocity, and exchange to accomplish work

Allan Cohen — 2007-05-28T05:51:16-00:00

Organizational Dynamics, Vol. 17, No. 3. ( 1989), pp. 5-17.

A Path Goal Theory of Leader Effectiveness

Robert House — 2006-07-21T06:26:49-00:00

Administrative Science Quarterly, Vol. 16, No. 3. (1971), pp. 321-339.

An explanation of the effects of leader behavior on subordinate satisfaction, motivation, and performance is presented. The explanation is derived from a path-goal theory of motivation. Dimensions of leader behavior such as leader initiating structure, consideration, authoritarianism, hierarchical influence, and closeness of supervision are analyzed in terms of path-goal variables such as valence and instrumentality. The theory specifies some of the situational moderators on which the effects of specific leader behaviors are contingent. A set of general propositions are advanced which integrate and explain earlier fragmentary research findings. Several specific predictions are made to illustrate how the general propositions can be operationalized. The usefulness of the theory is demonstrated by showing how several seemingly unrelated prior research findings could have been deduced from its general propositions and by applying it to reconcile what appear to be contradictory findings from prior studies. Results of two empirical studies are reported that provide support for seven of eight hypotheses derived directly from the general propositions of the theory. A third study designed to test three of the original eight hypotheses is also reported. Two of these three hypotheses are successfully replicated. In the light of these results and the integrative power of the theory, it is argued that the theory shows promise and should be further tested with experimental as well as correlational methods.

Public-Sector Leadership Theory: An Assessment

Montgomery Wart — 2007-05-14T07:09:32-00:00

Public Administration Review, Vol. 63, No. 2. (2003), pp. 214-228.

This article reviews the mainstream leadership literature and its perennial debates and compares it to the public-sector (administrative) leadership literature. The mainstream leadership literature fully articulated the transformational models in the 1980s and began the serious work of integrating transactional and transformational types of leadership into comprehensive models in the 1990s. Many have considered this to be a major advance over the field's previous fragmentation and excessively narrow focus. This integration has not been reflected in the public-sector literature, in which the normative debates about what leaders should do has received most of the attention in the last decade. Although many types of leadership in the public sector have been discussed extensively, such as leadership by those in policy positions and working in community settings, administrative leadership within organizations has received scant attention and would benefit from a research agenda linking explicit and well-articulated models with concrete data in public-sector settings.

Collaboration, Leadership, Control, and Conflict Negotiation and the Netbeans.org Open Source Software Development Community

C Jensen — 2005-10-06T01:05:43-00:00

System Sciences, 2005. HICSS '05. Proceedings of the 38th Annual Hawaii International Conference on (2005), pp. 196b-196b.

Large open source software development communities are quickly learning that, to be successful, they must integrate efforts not only among the organizations investing developers within the community and unaffiliated volunteer contributors, but also negotiate relationships with external groups hoping to sway the social and technical direction of the community and its products. Leadership and control sharing across organizations and individuals in and between communities are common sources of conflict. Such conflict often leads to breakdowns in collaboration. This paper seeks to explore the negotiation of these conflicts, collaborative efforts, and leadership and control structures in the Netbeans.org community.

The presidentialization of politics in democratic societies: a framework for analysis

Poguntke Thomas — 2007-12-13T15:08:55-00:00

The Presidentialization of Politics (April 2005), pp. 1-26.

Discusses the conceptualization of the presidentialization thesis and presents a framework for analysis. It is argued that democratic political systems are coming to operate according to an essentially presidential logic, irrespective of their formal constitutional make-up. Essentially, they are expected to move along a continuum from a partified to a more presidentialized mode of governance. The logic of presidentialization is revealed in the growing power and autonomy of political leaders within political executives and political parties, and in the emergence of increasingly leadership-centered electoral processes.While these developments, to some extent, reflect the fluctuating contingencies of particular personalities and short-term political contexts, they are more fundamentally explained by processes of long-term structural change affecting state and society. Such processes include the internationalization of political decision-making, the executive’s search for enhanced steering capacity over the state, the changing structure of mass communications, and the erosion of traditional political cleavages. Moreover, the chapter shows that trends towards presidentialization are likely to occur in both majoritarian and consensual democracies even though they will follow different logics.

Identifying the Specific Practices, Behaviors For Principals

Philip Hallinger — 2007-11-18T19:22:03-00:00

NASSP Bulletin, Vol. 67, No. 463. (1 May 1983), pp. 83-91.

What are the fac tors that make some schools effec tive? The authors confront that ques tion here by at tempting to identify the observable practices and be haviors that are related to effectiveness. 10.1177/019263658306746314

The Zen of Soft Power

Dan Caldwell — 2005-09-29T16:59:24-00:00

International Studies Perspectives, Vol. 6, No. 4. (November 2005), pp. i-ii.

The New Silver Bullets of Leadership:: The Importance of Self- and Shared Leadership in Knowledge Work

Craig Pearce — 2005-06-01T13:21:19-00:00

Organizational Dynamics, Vol. 34, No. 2. (2005), pp. 130-140.

There is a need to develop thoughtful leaders at all levels of today's organizations, particularly when it comes to knowledge work. Traditionally, however, most leadership development efforts have been narrowly focused on individuals who occupy formal leadership positions, or are being groomed to eminently occupy such positions. In contrast to the traditional approach to leadership development, we argue that followers should also be included in leadership development efforts in order to prepare them to exercise responsible self-leadership and to effectively utilize shared leadership. This need is especially important in the case of team-based knowledge work. To fully prepare organizations for the leadership challenges of tomorrow, we need to abandon some popular mythology regarding the very meaning of leadership. The leadership mythology to which we refer is the preoccupation with a top-heavy model – the glorified chief executive officer, or CEO – of leadership. This mythology is coupled with romantic conceptions of leaders as heroic figures who single-handedly save followers – who are largely viewed as interchangeable drones – from their own incompetence. Accordingly, we describe how self- and shared leadership might be leveraged for greater effectiveness, particularly in team-based knowledge work. Before we begin, however, we briefly review the top-heavy and heroic leadership myths.