The research and practice of leadership focuses on the leader while .docxteresehearn
The research and practice of leadership focuses on the leader while the role of the follower is often neglected.
1. Using the overview provided in this week’s lecture and readings, how do follower perceptions affect a leader’s style?
2. How might you best assess follower perceptions of your leadership style?
3. What can/should a leader do when the perceptions of the followers are not aligned with the leader’s self-perceptions?
4. Why do you believe this assessment method to be the best option?
Week Four Lecture
Leadership Pipeline
According to Bennis (1989), leaders are made, not born, and "made more by themselves than by any external means" (p. 5). By following leaders at the top of their organizations, Bennis found that "such people have no interest in proving themselves, but an abiding interest in expressing themselves. The difference is crucial, for it's the difference between being driven and leading" (p. 5). With Bennis's work, the age of interviewing top leaders to gain access to how they do their work came into its own.
Charan, Drotter, and Noel's (2001) work supports the idea that a leadership base among its employees will help the organization make its selections to critical executive leadership positions, even in a large, decentralized organization. Their hierarchy is pictured by a pipeline bent in six places, each being a rise in leadership function. At the bottom, the leaders begin with managing self, then managing others, managing managers, managing functions, managing a business, a business group, and ending at managing an enterprise.
The model recognizes several potential leader failures: failing to seek or listen to feedback, identification of failures, leaving the wrong person in the job too long, poor job definition, and selecting the wrong person for the job. Organizations that do not grow their own managers tend not to know their people well enough to understand what risks they are taking when they hire or promote someone, so using a pipeline model would reduce risk in an already volatile environment. One of Northouse's (2007) criticisms of trait theory is that it fails the utility test for leadership training and development. Growing leaders from inside the organization makes sense because it reduces risk for the organization and still allows for application of trait theory in selection of leaders and skill theory in leader development programs.
Followership
Traditional trait and behavior theories assume that a leader adopts a general leadership style that is used with all group members. A more recent approach to leadership behavior research, known as individualized leadership, looks at a specific relationship between leader and each individual member (Yammarino & Dansereau, 2002). Individualized leadership is based on the notion that a leader develops a unique relationship with each subordinate or group member, which determines how the leader behaves for the member and how the member res ...
This document summarizes an article that examines how empowering leadership in management teams relates to knowledge sharing, team efficacy, and team performance. The study surveyed management teams in 102 U.S. hotel properties. The results showed that empowering leadership was positively related to both knowledge sharing and team efficacy within teams, which in turn were both positively related to higher team performance as measured by a time-lagged market-based source. The study aimed to provide greater understanding of how empowering leadership can improve team processes and states that ultimately enhance team performance.
This paper proposes a new theory of team coaching with three distinguishing features: (1) it focuses on the functions that coaching serves for a team rather than specific leader behaviors, (2) it identifies when coaching interventions are most effective during the task performance process, and (3) it explains when team-focused coaching is likely to facilitate performance. The paper reviews existing approaches to team coaching and draws on them to develop testable propositions for a comprehensive research-based model of effective team coaching.
How Followers Create Leaders The Impact of Effective FollowerPazSilviapm
This study investigated how effective followership influences leader emergence in self-managing teams. The researchers hypothesized that an individual's leadership behaviors and identity are shaped by the effective followership of their peers. Survey data from 58 student self-managing teams showed that team members were more likely to emerge as leaders when exposed to more effective followership. This provides empirical evidence that followers play an important role in creating leaders through their influence on leadership behaviors and identities.
Assessing the Situational Leadership of Managers in the Mobile Service Indust...Kristen Flores
This document summarizes a research study that assessed the situational leadership styles of managers in the mobile service industry. It reviewed theories of situational leadership, specifically Hersey and Blanchard's Situational Leadership Theory (SLT) which proposes that leadership style should adapt to the situation. The study aimed to assess leadership styles of Area Service Managers (ASMs) in a mobile company according to SLT and examine how styles may differ by nationality. A literature review covered prior research applying and testing SLT in various contexts. The methodology section indicated this was a descriptive primary research study.
This study examines the relationships between servant leadership, subordinates' trust in their leader, job satisfaction, and organizational tenure. The researchers hypothesized that:
1. Servant leadership would be positively associated with trust in leader and job satisfaction.
2. Trust in leader would mediate the relationship between servant leadership and job satisfaction.
3. The positive effects of servant leadership on trust in leader and job satisfaction would be stronger for subordinates with shorter organizational tenure.
4. Trust in leader would mediate the joint effects of servant leadership and organizational tenure on job satisfaction.
The researchers surveyed 218 employees at a private company in China to test these hypotheses and better understand how servant leadership influences subordinates' attitudes.
1) The document discusses various approaches to leadership in sports, including trait-based approaches, behavioral approaches, and models focusing on coaches, athletes, and relationships.
2) It examines tools for assessing coach and athlete leadership, such as the Leadership Scale for Sports and Multifactor Leadership Questionnaire.
3) The document also covers characteristics of effective athlete leadership, and notes that developing leadership skills is important for enhancing individual and team performance in sports.
A Methodology Study Of Hersey And Blanchard Situational Leadership TheoryJody Sullivan
1) The document summarizes a study examining situational leadership theory in a distribution corporation. The study aimed to determine leaders' primary and secondary leadership styles, and their style adaptability levels compared to subordinates and peers.
2) Situational leadership theory proposes that effective leaders can accurately diagnose variables in each leadership situation and adjust their style accordingly. The theory was tested using the LEAD instrument to evaluate leaders' self-perceptions and subordinates' perceptions of the leaders' styles.
3) The study had limitations in that it examined leaders and followers at the group level, which may obscure variations in individual readiness levels and behaviors. It also relied on self- and other-reported perceptions of leadership styles.
The research and practice of leadership focuses on the leader while .docxteresehearn
The research and practice of leadership focuses on the leader while the role of the follower is often neglected.
1. Using the overview provided in this week’s lecture and readings, how do follower perceptions affect a leader’s style?
2. How might you best assess follower perceptions of your leadership style?
3. What can/should a leader do when the perceptions of the followers are not aligned with the leader’s self-perceptions?
4. Why do you believe this assessment method to be the best option?
Week Four Lecture
Leadership Pipeline
According to Bennis (1989), leaders are made, not born, and "made more by themselves than by any external means" (p. 5). By following leaders at the top of their organizations, Bennis found that "such people have no interest in proving themselves, but an abiding interest in expressing themselves. The difference is crucial, for it's the difference between being driven and leading" (p. 5). With Bennis's work, the age of interviewing top leaders to gain access to how they do their work came into its own.
Charan, Drotter, and Noel's (2001) work supports the idea that a leadership base among its employees will help the organization make its selections to critical executive leadership positions, even in a large, decentralized organization. Their hierarchy is pictured by a pipeline bent in six places, each being a rise in leadership function. At the bottom, the leaders begin with managing self, then managing others, managing managers, managing functions, managing a business, a business group, and ending at managing an enterprise.
The model recognizes several potential leader failures: failing to seek or listen to feedback, identification of failures, leaving the wrong person in the job too long, poor job definition, and selecting the wrong person for the job. Organizations that do not grow their own managers tend not to know their people well enough to understand what risks they are taking when they hire or promote someone, so using a pipeline model would reduce risk in an already volatile environment. One of Northouse's (2007) criticisms of trait theory is that it fails the utility test for leadership training and development. Growing leaders from inside the organization makes sense because it reduces risk for the organization and still allows for application of trait theory in selection of leaders and skill theory in leader development programs.
Followership
Traditional trait and behavior theories assume that a leader adopts a general leadership style that is used with all group members. A more recent approach to leadership behavior research, known as individualized leadership, looks at a specific relationship between leader and each individual member (Yammarino & Dansereau, 2002). Individualized leadership is based on the notion that a leader develops a unique relationship with each subordinate or group member, which determines how the leader behaves for the member and how the member res ...
This document summarizes an article that examines how empowering leadership in management teams relates to knowledge sharing, team efficacy, and team performance. The study surveyed management teams in 102 U.S. hotel properties. The results showed that empowering leadership was positively related to both knowledge sharing and team efficacy within teams, which in turn were both positively related to higher team performance as measured by a time-lagged market-based source. The study aimed to provide greater understanding of how empowering leadership can improve team processes and states that ultimately enhance team performance.
This paper proposes a new theory of team coaching with three distinguishing features: (1) it focuses on the functions that coaching serves for a team rather than specific leader behaviors, (2) it identifies when coaching interventions are most effective during the task performance process, and (3) it explains when team-focused coaching is likely to facilitate performance. The paper reviews existing approaches to team coaching and draws on them to develop testable propositions for a comprehensive research-based model of effective team coaching.
How Followers Create Leaders The Impact of Effective FollowerPazSilviapm
This study investigated how effective followership influences leader emergence in self-managing teams. The researchers hypothesized that an individual's leadership behaviors and identity are shaped by the effective followership of their peers. Survey data from 58 student self-managing teams showed that team members were more likely to emerge as leaders when exposed to more effective followership. This provides empirical evidence that followers play an important role in creating leaders through their influence on leadership behaviors and identities.
Assessing the Situational Leadership of Managers in the Mobile Service Indust...Kristen Flores
This document summarizes a research study that assessed the situational leadership styles of managers in the mobile service industry. It reviewed theories of situational leadership, specifically Hersey and Blanchard's Situational Leadership Theory (SLT) which proposes that leadership style should adapt to the situation. The study aimed to assess leadership styles of Area Service Managers (ASMs) in a mobile company according to SLT and examine how styles may differ by nationality. A literature review covered prior research applying and testing SLT in various contexts. The methodology section indicated this was a descriptive primary research study.
This study examines the relationships between servant leadership, subordinates' trust in their leader, job satisfaction, and organizational tenure. The researchers hypothesized that:
1. Servant leadership would be positively associated with trust in leader and job satisfaction.
2. Trust in leader would mediate the relationship between servant leadership and job satisfaction.
3. The positive effects of servant leadership on trust in leader and job satisfaction would be stronger for subordinates with shorter organizational tenure.
4. Trust in leader would mediate the joint effects of servant leadership and organizational tenure on job satisfaction.
The researchers surveyed 218 employees at a private company in China to test these hypotheses and better understand how servant leadership influences subordinates' attitudes.
1) The document discusses various approaches to leadership in sports, including trait-based approaches, behavioral approaches, and models focusing on coaches, athletes, and relationships.
2) It examines tools for assessing coach and athlete leadership, such as the Leadership Scale for Sports and Multifactor Leadership Questionnaire.
3) The document also covers characteristics of effective athlete leadership, and notes that developing leadership skills is important for enhancing individual and team performance in sports.
A Methodology Study Of Hersey And Blanchard Situational Leadership TheoryJody Sullivan
1) The document summarizes a study examining situational leadership theory in a distribution corporation. The study aimed to determine leaders' primary and secondary leadership styles, and their style adaptability levels compared to subordinates and peers.
2) Situational leadership theory proposes that effective leaders can accurately diagnose variables in each leadership situation and adjust their style accordingly. The theory was tested using the LEAD instrument to evaluate leaders' self-perceptions and subordinates' perceptions of the leaders' styles.
3) The study had limitations in that it examined leaders and followers at the group level, which may obscure variations in individual readiness levels and behaviors. It also relied on self- and other-reported perceptions of leadership styles.
After briefly reviewing the existing literature on team coaching, we propose a new
model with three distinguishing features. The model (1) focuses on the functions that
coaching serves for a team, rather than on either specific leader behaviors or leadership
styles, (2) identifies the specific times in the task performance process when
coaching interventions are most likely to have their intended effects, and (3) explicates
the conditions under which team-focused coaching is and is not likely to
facilitate performance.
Dwight
Evaluation
Leadership style assessments certainly have a place within the organization. The effectiveness of a leadership style assessment will depend on what type of assessment and what the organizational needs are. Multi-source feedback assessments are supposed to give a 360 degree look at a leader and give the organization a valuable outcome in the evaluation of the leader (MacKie, 2015). Using multi-source feedback assessments can be extremely beneficial as long as the assessment is properly paired with the organizational goals and needs. Assessing a leader from multi perspectives is truly a holistic approach. But, organizations need to recognize that no leadership style assessment is not without its limitations.
Next, the behavior approach is one of four approaches to leadership. Three of which all have weaknesses; traits, skills, and behavior. But the fourth approach to leadership, the situational approach demonstrates the flexibility of a leader (Northouse2016, 2016). In today’s dynamic and complex business environment, flexible leaders bring the most value to an organization. The situational approach allows the leader to apply the other three approaches given the circumstances. As an Army leader I found this approach to be extremely effective while leading in combat and non-combat situations.
Explanation of Usefulness
Of equal importance is the usefulness leadership style assessments and the behavior approach have on an organization. Once an organization has clearly defined the goals and purpose of conducting an assessment, and then subsequently the correct assessment is used, the results will certainly help the organization. In this case, using an assessment to evaluate the benefits of a behavior approach to leadership will allow the organization to determine what needs to be done, how it needs to be done, and how fast it needs to be done (Saxena, 2014). Additionally, the behavior approach (if the relationship behavior is used), can give subordinates the motivation needed to achieve the desired outcome through a better understanding of themselves.
Explanation of Impact
The impact of leadership assessments on an individual can be positive or negative. Again, this directly correlates to the goals and expectations of the organization when the assessment is implemented. For the individual, it could potentially identify strengths and weaknesses. Thus, giving the individual the opportunity to grow and learn from the assessment. Simultaneously, the organization discovers how these strengths and weaknesses fit into the organization’s goals. Once they have identified where and how an individual nest into the organization, a holistic approach to achieving those goals can be developed (Northouse2016, 2016). In comparison, using a behavior approach assessment will yield valuable information about subordinates’ behavior patterns. Which equates to the organization knowing and understanding their employees. Understanding behavio.
Leadership styles and its effectiveness on employees' job commitmentAlexander Decker
- The document discusses a study that examined the relationship between leadership styles (transactional, transformational, and laissez-faire) and employee commitment in a Nigerian organization.
- The study found that transformational leadership was the most common style used by managers and that there was a significant relationship between leadership styles and employee job commitment.
- Transactional and transformational leadership styles can impact employee performance and commitment, with transformational leadership tending to foster more development and commitment among employees.
1LEADERSHIP THEORIES Leadership approaches describe the metho.docxhyacinthshackley2629
1
LEADERSHIP THEORIES
Leadership approaches describe the methods and the different models that are adopted in the managerial process by the managers who act as the leaders of the organization. The styles range from small businesses to huge and wide businesses. The contingency and the path theories are ways taken up in the analyzing leadership. Which analyze and describe the different models taken up by leaders and the followers and the strategies that are taken up. The relationship between the leaders the followers as well as the main basics taken up also are defined in the models of the leadership.
The contingency theory is a behavioral theory which is based on the view that there is not a specific best way to lead an organization make a decision or to organize cooperation. The theory must take account of the situations in which the leaders operate (Paulsen, 2013). The theory spells that the moves and decisions as well as the leadership systems are influenced by both the external and the internal factors. Basically there is no single theory of contingency management rather there are certain important contingencies for organizations which are the technology, customers and competitors, suppliers, distributers the government (Quader, 2011). In addition the decision making process for any organization is determined by a variety of factors. These factors range from the importance of the decision, the amount and nature of the available information, the likelihood of the decision to be accepted by the subordinates to how well the employees are motivated. This theory proposes that a person’s actions cannot be predetermined. However they are dependent on the situation at that moment and instance.
The contingent theory of management emphasizes that the effectiveness of leadership is dependent on the combination and the matching between the leadership style and the situation. Hereby the situation is defined in terms of the relation between the leader and the member; measure of the leadership acceptance between the different hierarchies in the organization, the task structure; a measure of the clarity of the tasks or projects as well as the positional power which measures the amount of authority the leader has to influence the productivity of the followers.
The leaders style is defined as either task or relations oriented. These tasks are simply the projects that are taken up and the relations are defined as the different relations that exist between the leaders and the followers (McShane & Glinow, 2014). The contingency theory is one of the more common leadership theories. Its basis is that leadership emerges when different kinds of people are encased in different kinds of situations.
The path goal theory of leadership was developed to describe the way that the leaders encourage and support their followers in the achievement of the goals set by setting up a clear and easy path to be taken in the goal attainment process (Quader, 2011). The leaders tak.
1LEADERSHIP THEORIES Leadership approaches describe the m.docxhyacinthshackley2629
1
LEADERSHIP THEORIES
Leadership approaches describe the methods and the different models that are adopted in the managerial process by the managers who act as the leaders of the organization. The styles range from small businesses to huge and wide businesses. The contingency and the path theories are ways taken up in the analyzing leadership. Which analyze and describe the different models taken up by leaders and the followers and the strategies that are taken up. The relationship between the leaders the followers as well as the main basics taken up also are defined in the models of the leadership.
The contingency theory is a behavioral theory which is based on the view that there is not a specific best way to lead an organization make a decision or to organize cooperation. The theory must take account of the situations in which the leaders operate (Paulsen, 2013). The theory spells that the moves and decisions as well as the leadership systems are influenced by both the external and the internal factors. Basically there is no single theory of contingency management rather there are certain important contingencies for organizations which are the technology, customers and competitors, suppliers, distributers the government (Quader, 2011). In addition the decision making process for any organization is determined by a variety of factors. These factors range from the importance of the decision, the amount and nature of the available information, the likelihood of the decision to be accepted by the subordinates to how well the employees are motivated. This theory proposes that a person’s actions cannot be predetermined. However they are dependent on the situation at that moment and instance.
The contingent theory of management emphasizes that the effectiveness of leadership is dependent on the combination and the matching between the leadership style and the situation. Hereby the situation is defined in terms of the relation between the leader and the member; measure of the leadership acceptance between the different hierarchies in the organization, the task structure; a measure of the clarity of the tasks or projects as well as the positional power which measures the amount of authority the leader has to influence the productivity of the followers.
The leaders style is defined as either task or relations oriented. These tasks are simply the projects that are taken up and the relations are defined as the different relations that exist between the leaders and the followers (McShane & Glinow, 2014). The contingency theory is one of the more common leadership theories. Its basis is that leadership emerges when different kinds of people are encased in different kinds of situations.
The path goal theory of leadership was developed to describe the way that the leaders encourage and support their followers in the achievement of the goals set by setting up a clear and easy path to be taken in the goal attainment process (Quader, 2011). The leaders t.
leadership in teams:a functional approach to understanding leadership struct...mahmood khan
This document discusses leadership in teams and identifies key leadership functions during different phases of team performance cycles. It notes that team performance cycles have transition and action phases. During the transition phase, important leadership functions are composing the team, defining the mission, establishing expectations and goals, structuring and planning, training and developing the team, sense making, and providing feedback. During the action phase, key leadership functions are monitoring the team, managing team boundaries, challenging the team, performing the team task, solving problems, providing resources, encouraging team self-management, and supporting the social climate. The document provides details on each of these leadership functions and their importance for increasing team effectiveness and improving performance.
REVIEW OF LEADERSHIP STYLES IN PERSPECTIVE.pptxMuhammad Saqib
Presentation Slides on Research Article: " REVIEW OF LEADERSHIP STYLES IN PERSPECTIVEOF DYNAMIC CAPABILITIES: AN EMPIRICAL RESEARCH ON MANAGERS IN MANUFACTURING FIRMS"
Author: Bülent AKKAYA;
Publisher: Journal of Administrative Sciences; 01.2020
Education at a Glance OECD 20113 s2.0-b9780080448947004310-mainJohn Taylor
This document summarizes research on transformational school leadership. It begins by discussing the roots of transformational leadership theory in the work of James McGregor Burns and Bernard Bass. It then reviews evidence that transformational leadership has positive effects on teachers and school organizations, including teacher commitment, satisfaction, classroom practices, and school culture. The document outlines a school-specific model of transformational leadership with four dimensions: setting directions, developing people, redesigning the organization, and managing instruction. It provides details on the leadership practices within each dimension, such as building a shared vision, fostering group goals, and developing capacity in teachers.
Lesson 1 Discussion Forum Read InstructionsTeam LeadershipDioneWang844
Lesson 1 Discussion Forum: Read Instructions
Team Leadership/Management Style
Part 1:
According to the Sarin and O’Connor (2009) article, certain style and goal structures of team leaders have a strong influence on internal team dynamics. Based on your research within the article and textbook, as well as your own experience, what team leader management style would be most effective in leading a team in which you were a member?
Part 2:
DeRue, Barnes, and Morgeson (2010) found that team leadership style effectiveness depended on the level of charisma exhibited by the leader. Drawing from the article and the textbook, have you ever worked for a charismatic leader? What style (coaching or directing) did that leader administer? Was he or she effective in leading you as part of the team?
Specific Instructions:
Read and respond to three (3) of your classmates’ posts. See posting/discussion requirements.
Be sure to support your work with specific citations from this week's Learning Resources and any additional sources.
Read a selection of your colleagues' postings.
Respond to at least 3 your colleagues' posts in one or more of the following ways:
• Ask a probing question, substantiated with additional background information, evidence or research.
• Share an insight from having read your colleagues' postings, synthesizing the information to provide new perspectives.
• Offer and support an alternative perspective using readings from the classroom or from your own research
• Validate an idea with your own experience and additional research.
• Make suggestions based on additional evidence drawn from readings or after synthesizing multiple postings.
• Expand on your colleagues' postings by providing additional insights or contrasting perspectives based on readings and evidence.
respond to three (3) of your classmates’
class mate 1:
Part 1: According to the Sarin and O’Connor (2009) article, certain style and goal structures of team leaders have a strong influence on internal team dynamics. Based on your research within the article and textbook, as well as your own experience, what team leader management style would be most effective in leading a team in which you were a member?
Shikhar Sarin and Gina Colarelli O'Connor have clarified the team leader management style authority ideas in an all-around refined route as for the leadership attributes in the objective way hypothesis. In light of an examination from new item improvement (NPD) team. Team leader management authority speaks to a normal for effective team execution. Many teams in the organization contain certain people who are essentially in charge of characterizing team objectives and for creating and organizing the team to achieve these missions. These jobs exist in self overseeing teams in spite of the fact that the direct of positions of authority in such teams changes impressively from comparative jobs in more conventional teams. Notwithstanding, the accomplishment o ...
For the Good or the Bad Interactive Effects of Transformation.docxAKHIL969626
For the Good or the Bad? Interactive Effects of Transformational
Leadership with Moral and Authoritarian Leadership Behaviors
Sebastian C. Schuh • Xin-an Zhang •
Peng Tian
Received: 16 July 2012 / Accepted: 7 September 2012 / Published online: 24 September 2012
� Springer Science+Business Media B.V. 2012
Abstract Although the ethical aspects of transformational
leadership have attracted considerable attention, very little is
known about followers’ reactions to the moral and immoral
conduct of transformational leaders. Against this background,
this study examined whether and how transformational lead-
ership interacts with moral and authoritarian leadership
behaviors in predicting followers’ in-role and extra-role
efforts. Building on attribution theory, we hypothesized that
the positive and negative effects of these leadership behaviors
would be particularly pronounced for highly transformational
leaders given that this leadership style elicits strong attention
and sense-making efforts among followers. We tested our
model in a sample of 228 individuals comprising 114 leader–
follower dyads from a wide range of organizations and
industries. In line with our hypotheses, results revealed that for
highly transformational leaders, moral leadership behaviors
related positively to employees’ in-role and extra-role efforts
whereas authoritarian leadership behaviors related negatively
to employees’ in-role and extra-role efforts. In contrast, moral
and authoritarian leadership behaviors did not significantly
affect followers’ reactions to leaders low in transformational
leadership. Taken together, these findings suggest that trans-
formational leadership, contrary to its largely positive per-
ception in the literature, can be a rather mixed blessing.
Implications for theory, future research, and managerial
practice are discussed.
Keywords Authentic transformational leadership �
Authoritarian leadership � Extra-role performance �
In-role performance � Moral leadership �
Pseudo-transformational leadership
When it comes to severe wrongdoings in the organizational
domain, it is not uncommon that leaders who had been
praised as visionary and transformational play a crucial
role (Bass 2008). Indeed, whereas transformational lead-
ership has often been regarded as a leadership behavior that
considers and emphasizes ethical standards (Burns 1978),
several scholars have questioned its inherent morality
(Bass and Steidlmeier 1999; Conger and Kanungo 1998;
Price 2003). Specifically, they have pointed out that
transformational leadership behaviors (e.g., vision, inspi-
ration, and role modeling; Bass 1985) do not have to be
applied in the interest of the common good. Indeed, these
behaviors seem to be equally effective in pursuing immoral
purposes and to increase the personal power and status of
the leader. As Price (2003) posited, transformational
behaviors are ‘‘morally neutral’’ (p. 70) and whether they
are used ...
The Efficacy of Executive Coaching inTimes of Organisational.docxtodd701
This study examined the impact of executive coaching on 31 executives during a period of organizational change at a global engineering firm. The executives participated in executive coaching sessions over 4 months. The study found that executive coaching was associated with:
1) Increased goal attainment, enhanced solution-focused thinking, and a greater ability to deal with change.
2) Increased leadership self-efficacy and resilience and a decrease in depression.
3) Positive impacts that generalized to non-work areas like family life.
The study provides empirical evidence that executive coaching can help executives develop skills needed to navigate organizational change.
Athletes Satisfaction As Mediator Of Transformational Leadership Behaviors O...Kate Campbell
This study examined the relationship between high school football coaches' transformational leadership style and players' sport commitment in Iran. It hypothesized that player satisfaction would mediate this relationship. 280 high school football players aged 15-20 completed surveys measuring coaches' transformational leadership, player satisfaction, and sport commitment. Structural equation modeling found a positive relationship between transformational leadership and player satisfaction, and between satisfaction and sport commitment. Player satisfaction was shown to partially mediate the relationship between transformational leadership and sport commitment. The results suggest that when Iranian high school football coaches display transformational leadership behaviors, it increases player satisfaction and in turn increases players' commitment to sport.
The document discusses various factors that influence team effectiveness, including group psychological traits like cohesion, norms, affects, cognition, certainty, and attribution biases. It examines Belbin's team role theory and describes different types of teams. The conclusion is that cognitive and affective dimensions impact outcomes differently and that factors influencing effectiveness depend on the type of team.
The relationship between Transformational Leadership and Work Gr.docxoreo10
The relationship between Transformational Leadership and Work Group Performance
1.0 The Study Objective:
The study aims to examine the following research Hypothesis:
Transformational leadership positively predicts work group performance.
2.0 Theoretical Background
2.1 Transformational Leadership
Transformational leadership is defined as a process that changes and transforms people, and comprises an exceptional form of influence, resulting in the achievement of higher levels of performance amongst followers than previously thought possible (Bass, 1990). People who exhibit transformational leadership often have a strong idealised influence (charisma), as well as a strong set of internal values and ideas. In addition, they are effective at motivating followers in ways that promote the greater good, as opposed to their own self-interest (Bass, 1990; Bass & Avolio, 1994). Bass and Avolio (2000) identify five components of transformational leadership traits and behaviours, which are theoretically and empirically related (Avolio & Bass, 1995). Those components are:
a. Idealised influence (attributed) is the degree to which leaders behave in a charismatic way, which subsequently causes followers to admire, respect and trust them. Charismatic leaders excite, arouse and inspire their followers to the point that the relationship between the leader and the follower becomes one based on personal understanding, as opposed to one based on formal rules, regulations, rewards or punishments. The leader shares risk with followers, and is consistent in conducting with underlying values and principles. However, Bass (1985) considers charisma a necessary but not sufficient condition for transformational leadership.
b. Idealised influence (behavioural) refers to the charismatic actions of the leader, whereby followers transcend their self-interest for the sake of the organisation and accordingly develop a collective sense of mission and purpose.
c. Inspirational motivation refers to leaders’ behaviours to motivate those around them through the provision of meaning and the articulation of appealing visions. Inspirational leaders demonstrate self-determination and commitment to attain objectives and thereby achieve their vision. Such leaders provide an emotional appeal to increase awareness and an understanding of mutually desired goals amongst their followers.
d. Intellectual stimulation is the degree to which leaders stimulate their followers to think critically and to be innovative and creative. Such leaders do not criticise individual members’ mistakes; rather, they provide followers with challenging new ideas. As a result, followers become critical in their problem-solving and tend to have enhanced thought processes.
e. Individualised consideration is the degree to which leaders pay attention to followers’ needs, provide support and encouragement, act as mentors or coaches, and listen to followers’ concerns. A leader displaying individualised considera ...
The purpose of the article is to explore business leadership changes and developments in parallel with business leader’s changes and developments, the relationship between them and how could we bridge them to fit the best business leadership to the best business leader.
Journal of Economic Development, Management, IT, Finance and .docxaryan532920
Journal of Economic Development, Management, IT, Finance and Marketing, 7(1), 30-46, March 30
Leadership Styles of Effective Project Managers: Techniques and Traits to Lead High
Performance Teams
Melissa DuBois, John Hanlon, Jodi Koch, Betty Nyatuga, Nathan Kerr
College of Engineering, Drexel University, USA
[email protected], [email protected], [email protected], [email protected], [email protected]
Abstract
Project management is a growing practice and is being utilized in an increasing number of
facilities. The project manager is at the head of this project process, and has an important role of
overseeing the project and project team, and ultimately ensuring the project ends in success.
Analyzing critical qualities of leadership and determining their positive impact can benefit
project managers in any industry and therefore promote project success. A few of these
leadership styles include: team building, establishing clear relations and roles between project
members, openness, self-confidence, organization, and clearly defining project successes,
reevaluating when necessary. These leadership styles and traits were researched and analyzed to
determine the extent they contribute to the construction, execution, and closure of the project. By
adopting these qualities, the project’s stakeholders such as investors, clients, or patients are more
likely to feel the positive impact of a successful project. Projects can also move more smoothly
and efficiently, receiving positive results in less time. This is beneficial not only to the
stakeholders, but to all members involved: the organization, the project manager, executive staff,
team members, and outsourced facilities. It is not enough to possess one of these crucial traits.
As seen in literature and historical examples, a combination is necessary to create balance and
develop into a leader that can produce an efficient team and satisfactory end results.
mailto:[email protected]
mailto:[email protected]
Journal of Economic Development, Management, IT, Finance and Marketing, 7(1), 30-46, March 31
Introduction
In today’s increasingly complex global economy and shrinking geography, corporations,
governments, and other organizations are turning to a project management model to facilitate
successful endeavors that enhance their products, services, policies, and procedures. Project
management has proven to be a vehicle to oversee these short-term but strategic ventures. More
than ever, these organizations are recognizing that these projects require not just a project
manager, but a project leader. According to Pandya (2014), project leaders are accountable for
the day-to-day oversight of the project, the triple constraint of time, budget, and quality as any
manager is. However, they also need to manage change, assure resource availability, address
behavioral and emotional flares with internal and external stakeholders ...
Vol.(0123456789)1 3 journal of business ethics (2019) 160ojas18
This document presents a study examining how leader character strengths relate to ethical leadership and leader outcomes. The study tests a model showing that the character strengths of honesty/humility, empathy, and moral courage are associated with ethical leadership for leaders with high self-control, and that ethical leadership is then associated with higher psychological flourishing and in-role performance for leaders. The study uses data from 218 US Air Force officers, their subordinates, and superiors to provide initial support for the model.
Southampton Business School Postgraduate Module Grade Descrip.docxrosemariebrayshaw
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
cons of replacing
customer satisfaction
survey by mining twitter
data
Weighting 20%
Not included. Limited and patchy
evidence of
knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
pros and cons.
Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
and thorough
awareness of the
pros and cons.
Excellent coverage
of relevant
literature.
Exceptionally well-
structured
argument that
provides excellent
clarity.
*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docxrosemariebrayshaw
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/623?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/624?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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ht.
After briefly reviewing the existing literature on team coaching, we propose a new
model with three distinguishing features. The model (1) focuses on the functions that
coaching serves for a team, rather than on either specific leader behaviors or leadership
styles, (2) identifies the specific times in the task performance process when
coaching interventions are most likely to have their intended effects, and (3) explicates
the conditions under which team-focused coaching is and is not likely to
facilitate performance.
Dwight
Evaluation
Leadership style assessments certainly have a place within the organization. The effectiveness of a leadership style assessment will depend on what type of assessment and what the organizational needs are. Multi-source feedback assessments are supposed to give a 360 degree look at a leader and give the organization a valuable outcome in the evaluation of the leader (MacKie, 2015). Using multi-source feedback assessments can be extremely beneficial as long as the assessment is properly paired with the organizational goals and needs. Assessing a leader from multi perspectives is truly a holistic approach. But, organizations need to recognize that no leadership style assessment is not without its limitations.
Next, the behavior approach is one of four approaches to leadership. Three of which all have weaknesses; traits, skills, and behavior. But the fourth approach to leadership, the situational approach demonstrates the flexibility of a leader (Northouse2016, 2016). In today’s dynamic and complex business environment, flexible leaders bring the most value to an organization. The situational approach allows the leader to apply the other three approaches given the circumstances. As an Army leader I found this approach to be extremely effective while leading in combat and non-combat situations.
Explanation of Usefulness
Of equal importance is the usefulness leadership style assessments and the behavior approach have on an organization. Once an organization has clearly defined the goals and purpose of conducting an assessment, and then subsequently the correct assessment is used, the results will certainly help the organization. In this case, using an assessment to evaluate the benefits of a behavior approach to leadership will allow the organization to determine what needs to be done, how it needs to be done, and how fast it needs to be done (Saxena, 2014). Additionally, the behavior approach (if the relationship behavior is used), can give subordinates the motivation needed to achieve the desired outcome through a better understanding of themselves.
Explanation of Impact
The impact of leadership assessments on an individual can be positive or negative. Again, this directly correlates to the goals and expectations of the organization when the assessment is implemented. For the individual, it could potentially identify strengths and weaknesses. Thus, giving the individual the opportunity to grow and learn from the assessment. Simultaneously, the organization discovers how these strengths and weaknesses fit into the organization’s goals. Once they have identified where and how an individual nest into the organization, a holistic approach to achieving those goals can be developed (Northouse2016, 2016). In comparison, using a behavior approach assessment will yield valuable information about subordinates’ behavior patterns. Which equates to the organization knowing and understanding their employees. Understanding behavio.
Leadership styles and its effectiveness on employees' job commitmentAlexander Decker
- The document discusses a study that examined the relationship between leadership styles (transactional, transformational, and laissez-faire) and employee commitment in a Nigerian organization.
- The study found that transformational leadership was the most common style used by managers and that there was a significant relationship between leadership styles and employee job commitment.
- Transactional and transformational leadership styles can impact employee performance and commitment, with transformational leadership tending to foster more development and commitment among employees.
1LEADERSHIP THEORIES Leadership approaches describe the metho.docxhyacinthshackley2629
1
LEADERSHIP THEORIES
Leadership approaches describe the methods and the different models that are adopted in the managerial process by the managers who act as the leaders of the organization. The styles range from small businesses to huge and wide businesses. The contingency and the path theories are ways taken up in the analyzing leadership. Which analyze and describe the different models taken up by leaders and the followers and the strategies that are taken up. The relationship between the leaders the followers as well as the main basics taken up also are defined in the models of the leadership.
The contingency theory is a behavioral theory which is based on the view that there is not a specific best way to lead an organization make a decision or to organize cooperation. The theory must take account of the situations in which the leaders operate (Paulsen, 2013). The theory spells that the moves and decisions as well as the leadership systems are influenced by both the external and the internal factors. Basically there is no single theory of contingency management rather there are certain important contingencies for organizations which are the technology, customers and competitors, suppliers, distributers the government (Quader, 2011). In addition the decision making process for any organization is determined by a variety of factors. These factors range from the importance of the decision, the amount and nature of the available information, the likelihood of the decision to be accepted by the subordinates to how well the employees are motivated. This theory proposes that a person’s actions cannot be predetermined. However they are dependent on the situation at that moment and instance.
The contingent theory of management emphasizes that the effectiveness of leadership is dependent on the combination and the matching between the leadership style and the situation. Hereby the situation is defined in terms of the relation between the leader and the member; measure of the leadership acceptance between the different hierarchies in the organization, the task structure; a measure of the clarity of the tasks or projects as well as the positional power which measures the amount of authority the leader has to influence the productivity of the followers.
The leaders style is defined as either task or relations oriented. These tasks are simply the projects that are taken up and the relations are defined as the different relations that exist between the leaders and the followers (McShane & Glinow, 2014). The contingency theory is one of the more common leadership theories. Its basis is that leadership emerges when different kinds of people are encased in different kinds of situations.
The path goal theory of leadership was developed to describe the way that the leaders encourage and support their followers in the achievement of the goals set by setting up a clear and easy path to be taken in the goal attainment process (Quader, 2011). The leaders tak.
1LEADERSHIP THEORIES Leadership approaches describe the m.docxhyacinthshackley2629
1
LEADERSHIP THEORIES
Leadership approaches describe the methods and the different models that are adopted in the managerial process by the managers who act as the leaders of the organization. The styles range from small businesses to huge and wide businesses. The contingency and the path theories are ways taken up in the analyzing leadership. Which analyze and describe the different models taken up by leaders and the followers and the strategies that are taken up. The relationship between the leaders the followers as well as the main basics taken up also are defined in the models of the leadership.
The contingency theory is a behavioral theory which is based on the view that there is not a specific best way to lead an organization make a decision or to organize cooperation. The theory must take account of the situations in which the leaders operate (Paulsen, 2013). The theory spells that the moves and decisions as well as the leadership systems are influenced by both the external and the internal factors. Basically there is no single theory of contingency management rather there are certain important contingencies for organizations which are the technology, customers and competitors, suppliers, distributers the government (Quader, 2011). In addition the decision making process for any organization is determined by a variety of factors. These factors range from the importance of the decision, the amount and nature of the available information, the likelihood of the decision to be accepted by the subordinates to how well the employees are motivated. This theory proposes that a person’s actions cannot be predetermined. However they are dependent on the situation at that moment and instance.
The contingent theory of management emphasizes that the effectiveness of leadership is dependent on the combination and the matching between the leadership style and the situation. Hereby the situation is defined in terms of the relation between the leader and the member; measure of the leadership acceptance between the different hierarchies in the organization, the task structure; a measure of the clarity of the tasks or projects as well as the positional power which measures the amount of authority the leader has to influence the productivity of the followers.
The leaders style is defined as either task or relations oriented. These tasks are simply the projects that are taken up and the relations are defined as the different relations that exist between the leaders and the followers (McShane & Glinow, 2014). The contingency theory is one of the more common leadership theories. Its basis is that leadership emerges when different kinds of people are encased in different kinds of situations.
The path goal theory of leadership was developed to describe the way that the leaders encourage and support their followers in the achievement of the goals set by setting up a clear and easy path to be taken in the goal attainment process (Quader, 2011). The leaders t.
leadership in teams:a functional approach to understanding leadership struct...mahmood khan
This document discusses leadership in teams and identifies key leadership functions during different phases of team performance cycles. It notes that team performance cycles have transition and action phases. During the transition phase, important leadership functions are composing the team, defining the mission, establishing expectations and goals, structuring and planning, training and developing the team, sense making, and providing feedback. During the action phase, key leadership functions are monitoring the team, managing team boundaries, challenging the team, performing the team task, solving problems, providing resources, encouraging team self-management, and supporting the social climate. The document provides details on each of these leadership functions and their importance for increasing team effectiveness and improving performance.
REVIEW OF LEADERSHIP STYLES IN PERSPECTIVE.pptxMuhammad Saqib
Presentation Slides on Research Article: " REVIEW OF LEADERSHIP STYLES IN PERSPECTIVEOF DYNAMIC CAPABILITIES: AN EMPIRICAL RESEARCH ON MANAGERS IN MANUFACTURING FIRMS"
Author: Bülent AKKAYA;
Publisher: Journal of Administrative Sciences; 01.2020
Education at a Glance OECD 20113 s2.0-b9780080448947004310-mainJohn Taylor
This document summarizes research on transformational school leadership. It begins by discussing the roots of transformational leadership theory in the work of James McGregor Burns and Bernard Bass. It then reviews evidence that transformational leadership has positive effects on teachers and school organizations, including teacher commitment, satisfaction, classroom practices, and school culture. The document outlines a school-specific model of transformational leadership with four dimensions: setting directions, developing people, redesigning the organization, and managing instruction. It provides details on the leadership practices within each dimension, such as building a shared vision, fostering group goals, and developing capacity in teachers.
Lesson 1 Discussion Forum Read InstructionsTeam LeadershipDioneWang844
Lesson 1 Discussion Forum: Read Instructions
Team Leadership/Management Style
Part 1:
According to the Sarin and O’Connor (2009) article, certain style and goal structures of team leaders have a strong influence on internal team dynamics. Based on your research within the article and textbook, as well as your own experience, what team leader management style would be most effective in leading a team in which you were a member?
Part 2:
DeRue, Barnes, and Morgeson (2010) found that team leadership style effectiveness depended on the level of charisma exhibited by the leader. Drawing from the article and the textbook, have you ever worked for a charismatic leader? What style (coaching or directing) did that leader administer? Was he or she effective in leading you as part of the team?
Specific Instructions:
Read and respond to three (3) of your classmates’ posts. See posting/discussion requirements.
Be sure to support your work with specific citations from this week's Learning Resources and any additional sources.
Read a selection of your colleagues' postings.
Respond to at least 3 your colleagues' posts in one or more of the following ways:
• Ask a probing question, substantiated with additional background information, evidence or research.
• Share an insight from having read your colleagues' postings, synthesizing the information to provide new perspectives.
• Offer and support an alternative perspective using readings from the classroom or from your own research
• Validate an idea with your own experience and additional research.
• Make suggestions based on additional evidence drawn from readings or after synthesizing multiple postings.
• Expand on your colleagues' postings by providing additional insights or contrasting perspectives based on readings and evidence.
respond to three (3) of your classmates’
class mate 1:
Part 1: According to the Sarin and O’Connor (2009) article, certain style and goal structures of team leaders have a strong influence on internal team dynamics. Based on your research within the article and textbook, as well as your own experience, what team leader management style would be most effective in leading a team in which you were a member?
Shikhar Sarin and Gina Colarelli O'Connor have clarified the team leader management style authority ideas in an all-around refined route as for the leadership attributes in the objective way hypothesis. In light of an examination from new item improvement (NPD) team. Team leader management authority speaks to a normal for effective team execution. Many teams in the organization contain certain people who are essentially in charge of characterizing team objectives and for creating and organizing the team to achieve these missions. These jobs exist in self overseeing teams in spite of the fact that the direct of positions of authority in such teams changes impressively from comparative jobs in more conventional teams. Notwithstanding, the accomplishment o ...
For the Good or the Bad Interactive Effects of Transformation.docxAKHIL969626
For the Good or the Bad? Interactive Effects of Transformational
Leadership with Moral and Authoritarian Leadership Behaviors
Sebastian C. Schuh • Xin-an Zhang •
Peng Tian
Received: 16 July 2012 / Accepted: 7 September 2012 / Published online: 24 September 2012
� Springer Science+Business Media B.V. 2012
Abstract Although the ethical aspects of transformational
leadership have attracted considerable attention, very little is
known about followers’ reactions to the moral and immoral
conduct of transformational leaders. Against this background,
this study examined whether and how transformational lead-
ership interacts with moral and authoritarian leadership
behaviors in predicting followers’ in-role and extra-role
efforts. Building on attribution theory, we hypothesized that
the positive and negative effects of these leadership behaviors
would be particularly pronounced for highly transformational
leaders given that this leadership style elicits strong attention
and sense-making efforts among followers. We tested our
model in a sample of 228 individuals comprising 114 leader–
follower dyads from a wide range of organizations and
industries. In line with our hypotheses, results revealed that for
highly transformational leaders, moral leadership behaviors
related positively to employees’ in-role and extra-role efforts
whereas authoritarian leadership behaviors related negatively
to employees’ in-role and extra-role efforts. In contrast, moral
and authoritarian leadership behaviors did not significantly
affect followers’ reactions to leaders low in transformational
leadership. Taken together, these findings suggest that trans-
formational leadership, contrary to its largely positive per-
ception in the literature, can be a rather mixed blessing.
Implications for theory, future research, and managerial
practice are discussed.
Keywords Authentic transformational leadership �
Authoritarian leadership � Extra-role performance �
In-role performance � Moral leadership �
Pseudo-transformational leadership
When it comes to severe wrongdoings in the organizational
domain, it is not uncommon that leaders who had been
praised as visionary and transformational play a crucial
role (Bass 2008). Indeed, whereas transformational lead-
ership has often been regarded as a leadership behavior that
considers and emphasizes ethical standards (Burns 1978),
several scholars have questioned its inherent morality
(Bass and Steidlmeier 1999; Conger and Kanungo 1998;
Price 2003). Specifically, they have pointed out that
transformational leadership behaviors (e.g., vision, inspi-
ration, and role modeling; Bass 1985) do not have to be
applied in the interest of the common good. Indeed, these
behaviors seem to be equally effective in pursuing immoral
purposes and to increase the personal power and status of
the leader. As Price (2003) posited, transformational
behaviors are ‘‘morally neutral’’ (p. 70) and whether they
are used ...
The Efficacy of Executive Coaching inTimes of Organisational.docxtodd701
This study examined the impact of executive coaching on 31 executives during a period of organizational change at a global engineering firm. The executives participated in executive coaching sessions over 4 months. The study found that executive coaching was associated with:
1) Increased goal attainment, enhanced solution-focused thinking, and a greater ability to deal with change.
2) Increased leadership self-efficacy and resilience and a decrease in depression.
3) Positive impacts that generalized to non-work areas like family life.
The study provides empirical evidence that executive coaching can help executives develop skills needed to navigate organizational change.
Athletes Satisfaction As Mediator Of Transformational Leadership Behaviors O...Kate Campbell
This study examined the relationship between high school football coaches' transformational leadership style and players' sport commitment in Iran. It hypothesized that player satisfaction would mediate this relationship. 280 high school football players aged 15-20 completed surveys measuring coaches' transformational leadership, player satisfaction, and sport commitment. Structural equation modeling found a positive relationship between transformational leadership and player satisfaction, and between satisfaction and sport commitment. Player satisfaction was shown to partially mediate the relationship between transformational leadership and sport commitment. The results suggest that when Iranian high school football coaches display transformational leadership behaviors, it increases player satisfaction and in turn increases players' commitment to sport.
The document discusses various factors that influence team effectiveness, including group psychological traits like cohesion, norms, affects, cognition, certainty, and attribution biases. It examines Belbin's team role theory and describes different types of teams. The conclusion is that cognitive and affective dimensions impact outcomes differently and that factors influencing effectiveness depend on the type of team.
The relationship between Transformational Leadership and Work Gr.docxoreo10
The relationship between Transformational Leadership and Work Group Performance
1.0 The Study Objective:
The study aims to examine the following research Hypothesis:
Transformational leadership positively predicts work group performance.
2.0 Theoretical Background
2.1 Transformational Leadership
Transformational leadership is defined as a process that changes and transforms people, and comprises an exceptional form of influence, resulting in the achievement of higher levels of performance amongst followers than previously thought possible (Bass, 1990). People who exhibit transformational leadership often have a strong idealised influence (charisma), as well as a strong set of internal values and ideas. In addition, they are effective at motivating followers in ways that promote the greater good, as opposed to their own self-interest (Bass, 1990; Bass & Avolio, 1994). Bass and Avolio (2000) identify five components of transformational leadership traits and behaviours, which are theoretically and empirically related (Avolio & Bass, 1995). Those components are:
a. Idealised influence (attributed) is the degree to which leaders behave in a charismatic way, which subsequently causes followers to admire, respect and trust them. Charismatic leaders excite, arouse and inspire their followers to the point that the relationship between the leader and the follower becomes one based on personal understanding, as opposed to one based on formal rules, regulations, rewards or punishments. The leader shares risk with followers, and is consistent in conducting with underlying values and principles. However, Bass (1985) considers charisma a necessary but not sufficient condition for transformational leadership.
b. Idealised influence (behavioural) refers to the charismatic actions of the leader, whereby followers transcend their self-interest for the sake of the organisation and accordingly develop a collective sense of mission and purpose.
c. Inspirational motivation refers to leaders’ behaviours to motivate those around them through the provision of meaning and the articulation of appealing visions. Inspirational leaders demonstrate self-determination and commitment to attain objectives and thereby achieve their vision. Such leaders provide an emotional appeal to increase awareness and an understanding of mutually desired goals amongst their followers.
d. Intellectual stimulation is the degree to which leaders stimulate their followers to think critically and to be innovative and creative. Such leaders do not criticise individual members’ mistakes; rather, they provide followers with challenging new ideas. As a result, followers become critical in their problem-solving and tend to have enhanced thought processes.
e. Individualised consideration is the degree to which leaders pay attention to followers’ needs, provide support and encouragement, act as mentors or coaches, and listen to followers’ concerns. A leader displaying individualised considera ...
The purpose of the article is to explore business leadership changes and developments in parallel with business leader’s changes and developments, the relationship between them and how could we bridge them to fit the best business leadership to the best business leader.
Journal of Economic Development, Management, IT, Finance and .docxaryan532920
Journal of Economic Development, Management, IT, Finance and Marketing, 7(1), 30-46, March 30
Leadership Styles of Effective Project Managers: Techniques and Traits to Lead High
Performance Teams
Melissa DuBois, John Hanlon, Jodi Koch, Betty Nyatuga, Nathan Kerr
College of Engineering, Drexel University, USA
[email protected], [email protected], [email protected], [email protected], [email protected]
Abstract
Project management is a growing practice and is being utilized in an increasing number of
facilities. The project manager is at the head of this project process, and has an important role of
overseeing the project and project team, and ultimately ensuring the project ends in success.
Analyzing critical qualities of leadership and determining their positive impact can benefit
project managers in any industry and therefore promote project success. A few of these
leadership styles include: team building, establishing clear relations and roles between project
members, openness, self-confidence, organization, and clearly defining project successes,
reevaluating when necessary. These leadership styles and traits were researched and analyzed to
determine the extent they contribute to the construction, execution, and closure of the project. By
adopting these qualities, the project’s stakeholders such as investors, clients, or patients are more
likely to feel the positive impact of a successful project. Projects can also move more smoothly
and efficiently, receiving positive results in less time. This is beneficial not only to the
stakeholders, but to all members involved: the organization, the project manager, executive staff,
team members, and outsourced facilities. It is not enough to possess one of these crucial traits.
As seen in literature and historical examples, a combination is necessary to create balance and
develop into a leader that can produce an efficient team and satisfactory end results.
mailto:[email protected]
mailto:[email protected]
Journal of Economic Development, Management, IT, Finance and Marketing, 7(1), 30-46, March 31
Introduction
In today’s increasingly complex global economy and shrinking geography, corporations,
governments, and other organizations are turning to a project management model to facilitate
successful endeavors that enhance their products, services, policies, and procedures. Project
management has proven to be a vehicle to oversee these short-term but strategic ventures. More
than ever, these organizations are recognizing that these projects require not just a project
manager, but a project leader. According to Pandya (2014), project leaders are accountable for
the day-to-day oversight of the project, the triple constraint of time, budget, and quality as any
manager is. However, they also need to manage change, assure resource availability, address
behavioral and emotional flares with internal and external stakeholders ...
Vol.(0123456789)1 3 journal of business ethics (2019) 160ojas18
This document presents a study examining how leader character strengths relate to ethical leadership and leader outcomes. The study tests a model showing that the character strengths of honesty/humility, empathy, and moral courage are associated with ethical leadership for leaders with high self-control, and that ethical leadership is then associated with higher psychological flourishing and in-role performance for leaders. The study uses data from 218 US Air Force officers, their subordinates, and superiors to provide initial support for the model.
Southampton Business School Postgraduate Module Grade Descrip.docxrosemariebrayshaw
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
cons of replacing
customer satisfaction
survey by mining twitter
data
Weighting 20%
Not included. Limited and patchy
evidence of
knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
pros and cons.
Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
and thorough
awareness of the
pros and cons.
Excellent coverage
of relevant
literature.
Exceptionally well-
structured
argument that
provides excellent
clarity.
*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docxrosemariebrayshaw
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16/iss1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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ht.
Spadoni • revised Jan. 2020 —continued— Checklist for .docxrosemariebrayshaw
Spadoni • revised Jan. 2020
—continued—
Checklist for Essay Writers
PART 1. FORMATTING
Follow these steps now to save yourself headaches later and avoid losing credit
Title a word processor file “film-template” or something. Follow the instructions in this Formatting section. For an
essay title, type “[essay title]”. For paragraph text, type a sentence and copy and paste it repeatedly until you have a
paragraph. Do the same to make another paragraph, and another, until you’re onto your second page. Do this to
make sure MS Word isn’t adding extra space between paragraphs (see below) and that you have no first page header
and the correct second page header (see below). When it’s time to write your essay, open this template file and save
it to a new name. Keep the template file for your next essay (and any future course you take with me).
Some formatting instructions below are to ensure students are meeting the same length requirement and that no
formatting deviations are disguising this fact. If I ask you to email me the word-processor copy of your essay and it
shows deviations, you will lose more credit than if you had just handed in a paper under the page minimum. If you
email me a file that is not identical to the essay you handed in, you will lose even more credit.
1. Format the top of your essay like this. To get the above-and-below spacing for your title as below, enter a hard return above and
below your title, then (in your double-spaced document) make these above-and-below lines single space.
Angelo Marconi
Engl 367—Intro to Film
Prof. Spadoni
May 24, 2020
[Center essay title; 12 pt font; no boldface, underlining, or brackets]
Essay text starts here. Make sure no more space precedes and
follows your essay title than you see above. ....
2. Last name and page number in the top-right corner of the second and subsequent pages (not the first page). Don’t hand write this
information on the tops of your pages.
Marconi 6
3. Black ink. Standard white paper. Single sided.
4. Times, Times Roman, or Times New Roman typeface (not Cambria), 12 point—including essay title. Don’t change typeface or
font size to increase page length.
5. Double space your work. Don’t alter line spacing to increase page length.
6. Standard margins (1 inch top and bottom, 1 or 1.25 inch left and right). Don’t adjust margins to increase page length.
7. One space (not two) between sentences.
8. No extra space between paragraphs. MS Word likes to insert extra space. Don’t leave figuring out how to tell it not to for the last
minute.
9. Italicize film titles—and at the first mention, follow title with the director and year in parentheses, like this: In an early scene in
Jaws (Steven Spielberg, 1975), a character tries to… Italicize book titles; essay titles are not italicized and go in double quotes.
10. Staple pages, top-left corner. Unstapled.
SPAN100Course SummaryCourse SPAN100 Title Spanish I.docxrosemariebrayshaw
SPAN100
Course Summary
Course : SPAN100 Title : Spanish I
Length of Course : 8 Faculty : Dallas Jurisevic
Prerequisites : N/A Credit Hours : 3
Description
Course Description:
This course will expose the student to the fundamentals of the Spanish language. The student will learn basic
vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student
will also learn about the Spanish culture through reading and listening exercises. Please note the technical
specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet
these requirements we strongly recommend you do not take this course. Please contact
[email protected] if you are unsure or have any questions. * The ability to download and install the
speech component. * A working microphone installed on the computer for speech recognition. * Access to
streaming media is also required and should be confirmed before registering for the class.
Course Scope:
Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the
heart of the human experience. The United States must educate students who are linguistically and culturally
equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a
future in which ALL students will develop and maintain proficiency in English and at least one other language…”
Our major focus is on learning to communicate appropriately in practical, culturally authentic contexts. Students
are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and
create with the language in practical ways. Students also correct peer work and in doing so, students solve
problems (and thus engage in analysis, synthesis, and evaluation).
In these courses, students gradually add to their vocabulary and communication skills, practice question- and-
answer techniques, and apply what they learn in order to communicate and solve problems in practical
situations.
Objectives
Students who successfully complete Spanish 100 should be able to:
► Listening Skills
1. Distinguish all the sounds of Spanish important to meaning.
2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical
forms, and sentence structures.
3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues.
► Speaking Skills
1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to
communicate with Spanish speakers.
2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in
everyday situations (such as greetings, asking for directions, answering short questions, expressing basic
needs and reactions, exchanging information, or persuading others)
► Reading Skills
1. Comprehend non- technical, narrative Spanish.
.
Sources and Resources for RC004Informed Advocacy in Early .docxrosemariebrayshaw
Sources and Resources for RC004
Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families, pp. 107-111
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-628&srcou=6738
WEBSITE: KIDS COUNT DATA CENTER
http://datacenter.kidscount.org/topics
KIDS COUNT Data Center
Annie E. Casey Foundation. (2014). KIDS COUNT data center: Data topics. Retrieved from http://datacenter.kidscount.org/topics
WEBSITE: NATIONAL AND STATE FACTS
http://www.cwla.org/our-work/advocacy/
WEBSITE: U.S. CHILD STATE DATA
http://www.cwla.org/our-work/advocacy/
WEBSITE: DATA TOOLS
http://www.nccp.org/tools/
Consider how this information will be beneficial within the context of Part 1 of your Work Product.
WEBSITE: ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL
http://www.acei.org/
WEBSITE: DIVISION FOR EARLY CHILDHOOD
http://www.dec-sped.org/
WEBSITE: INTERNATIONAL READING ASSOCIATION
http://www.reading.org/
WEBSITE: NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
http://www.naeyc.org/
WEBSITE: NATIONAL BLACK CHILD DEVELOPMENT INSTITUTE
http://www.nbcdi.org/
BOOK EXCERPT: DEVELOPING INITIATIVES
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-640&srcou=6738
The following links lead to early childhood advocacy initiatives that focus on social change on behalf of children, families, and the early childhood field.
WEBSITE: WORLDWIDE TEACHER SHORTAGE: REGIONAL AND GLOBAL IMPLICATIONS
http://www.businessinsider.com/theres-a-massive-global-teacher-shortage-2016-10
WEBSITE: LEGISLATIVE HOT TOPICS
https://www.literacyworldwide.org/
WEBSITE: TAKEN ACTION NOW
http://www.naeyc.org/policy/action
WEBSITE: WHAT WE DO: POLICY
http://www.nbcdi.org/what-we-do/policy
BOOK EXCERPT: COMPREHENSIVE DEVELOPMENTAL SCREENING
As you read this information and the Guided Notes , consider how these apply to Part 2 and Part 3 of your Work Product.
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-647&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-747&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-2320&srcou=6738
This information is beneficial in the context of Part 2 and Part 3 of your Work Product.
ARTICLE: HOW TO BE A VOICE FOR BABIES: USING DATA TO ADVOCATE EFFECTIVELY
https://www.zerotothree.org/resources/496-how-to-use-data-to-advocate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: UNDERSTANDING THE BASICS OF FRAMING
https://www.zerotothree.org/resources/482-understand-the-basics-of-framing-to-communicate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: THE ELEMENTS OF THE FRAME: PART ONE
https://www.zerotothree.org/resources/483-the-elements.
Sources of General Information about the Topic A paragr.docxrosemariebrayshaw
Sources of General Information about the Topic
A paragraph that explains that the follow-
ing sources provide more in depth information about
the topic.
Smith, John. “An Understanding of Animal Experimen-
tation.” The Journal of Animal Husbandry, vol33,
no 2 Jan 2010 pp.70-91. JSTOR,
ww.libray.dcccd.edu. Accessed 10-30-19.
This paragraph will include indicative information
about the source. Other info the reader needs about
the source.
This paragraph will include info about the value
of the source. Other info needed by the reader .
This can/will be multiple pages. The annotation
is to include indicative and evaluative information—a
combined annotation. For this and the following sec-
tions needed will be five(5) sources and associated
annotations for each. The sources are to be in stand-
ard MLA alphabetic order.
An Annotated Bibliography
Of
Topic
First Paragraph will include what the
topic is in language that shows a complete un-
derstanding of the issue.
The second paragraph will include
statements about why this is a topic of concern.
It may also include some background and defini-
tions. Here will also be general information
about the topic (GEN)
The third paragraph will include
some possible reasons why there are views in
favor of the topic( PROs).
The fourth paragraph will include
some possible reasons why the topic has detrac-
tors (CONs).
Sources of Information in Favor of the Topic
This paragraph will explain what some
of the positions in favor of the topic are. It will
provide more detail and depth about the PRO
side of the issue.
Jones, Mary. “Using Animals for Good.” Animals
in Experiments, Society for Ethics in the
Animal World. www.anieths.org. Accessed
10-30-19.
This paragraph provides the indicative
use of the info. It may include the breadth of the
subject covered, the typical use, etc.
This paragraph will discuss the relative
merits of the article. Who can use it, whether it is
complex or simple, is it a good source or is it
somehow lacking.
See above for more details on criteria
for the annotations and bibliography.
Sources of Information Opposed to the Topic
This paragraph will explain some of
the positions taken in opposition to the topic. It
provides more detail and depth about the op-
posed position on the topic.
Hector, James. “Animal Use in Cosmetic Re-
search.” Animals in Our World, edited by
The Staff of the Department of Ecology. 4th
ed. Columbia UP, 2015, pp 456-459.
This paragraph will include indicative
information about the source. Other info the
reader needs about the source.
This paragraph will include info about the
value of the source. Other info needed by the
reader .
.
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docxrosemariebrayshaw
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.
Source for ArticleMilliken, A. (2018). Ethical awareness What .docxrosemariebrayshaw
Source for Article:
Milliken, A. (2018). Ethical awareness: What it is and why it matters. OJIN: Online Journal of Issues in Nursing, 23(1), Manuscript 1. doi:10.3912/OJIN.Vol23No01Man01. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethical-Awareness.html
Article:
Ethical Awareness: What It Is and Why It Matters
^ m d
Aimee Milliken, PhD, RN
Abstract
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Though dilemmas and challenging situations create the most obvious, dramatic risks to patients, routine nursing actions have implications for patients as well. Ethical awareness involves recognizing the ethical implications of all nursing actions. Developing ethical awareness is one way to empower nurses to act as moral agents in order to provide patients with safe and ethical care. The aim of this article is to provide an overview of the concept of ethical awareness and the role it plays in patient care. Background information is provided; three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice; followed by additional discussion; and strategies for heightening ethical awareness are suggested.
Citation: Milliken, A., (January 31, 2018) "Ethical Awareness: What It Is and Why It Matters" OJIN: The Online Journal of Issues in Nursing Vol. 23, No. 1, Manuscript 1.
DOI: 10.3912/OJIN.Vol23No01Man01
Key Words: ethical awareness, nursing ethics, ethical sensitivity, moral sensitivity, critical care
Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action.
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action (Milliken & Grace, 2015). This means that nurses must first recognize the potential ethical repercussions of their actions in order to effectively resolve problems and address patient needs. The aim of this article is to provide an overview of ethical awareness and its important role in ethical nursing care. Three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice. Finally, strategies for heightening ethical awareness in the clinical setting are suggested.
Background
...nurses do not often recognize daily activities... as having ethical implications.
Many scholars have addressed the ethical nature of nursing practice (Austin, 2007; Erlen, 1997; Milliken & Grace, 2015; Truog et al., 2015; Ulrich et al., 2010). Though nursing ethics education often focuses on dilemmas and challenging situations (Truog et al., 2015; Zizzo, Bell, & Racine, 2016), ethical awareness involves recognizing .
Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docxrosemariebrayshaw
Soria 2
Victoria Soria
Dean Winther
English 101
10 March 2020
RAVENArticle 1 by Theresa Capra (2009).
Reputation. The author is a renowned researcher at Mercer County Community College who holds a Ph.D. and specializes in issues of education and children.
Ability to Observe. Being a researcher, the author is in a position to access reliable evidence from other scholarly researchers like her. Working as a director in the College also allows her to observe the effects of poverty on the education of children.
Vested Interest. Being a researcher, the author has no personal interest in the topic. Instead, she seeks to inform the general public about the effects of poverty.
Expertise. The author is an expert in the field of education such that she is even pursuing her Ph.D. She also refers to scholarly sources written by experts as evidence in the article.
Neutrality. The author is neutral about poverty and education. She provides a discussion of the causes, effects, and possible solutions that can be applied to curb the problem. Article 2 by Sean Slade (2015)
Reputation. The author is the director of Global Outreach at ASCD which aims at providing quality education that will grow children emotionally, physically, psychologically, and socially (ASCD, 2020). Thus, the author is in a position of authority.
Ability to Observe. The author is in a position that allows him to access reliable evidence. Being the director of Global Outreach at ASCD, the author works and interacts with children and this allows him to observe how poverty can affect their education.
Vested Interest. The author has some personal interest in the topic. He is a contributor to news being posted on the website. Thus, to get more views and reads, the author has to write something captivating and which will get more reads. This will increase his image in the online world.
Expertise. The author is not an expert in the field of poverty and education. Judging from the website, the author is just a contributor. It is only one evidence that quotes scholarly research. All the other evidence is from news and politics.
Neutrality. The author is biased about the issue of poverty and its impact on education. The author decided to focus on the negative side of poverty only. This painted a bad picture on the government and rich countries who, it is claimed, are the ones who cause poverty. Although this is partially true, the author fails to recognize intervention efforts from these rich countries that have worked to curb poverty. In this biased state, the author presents a one-sided argument only. Article 3 by Kelley Taylor (2017)
Reputation. The author is a contributor to contents on the Insight website which reports news about various issues facing the world today. being a magazine website, the source is not in a position of authority.
Ability to Observe. Being a news reporter, the author is in a position to access reliable evidence through researching on the internet and conduc.
SPC1017 Rubric: Informative Speech
Name: Jhoan Speech Topic: Tanorexia
Time: 4 minutes Points: 81
Introduction 15%
4
Strong attention getter and relevance statement
3
Strong credibility statement
5
Good overview of main points
Main Body 30%
5
Each main point is clear
5
Organization is logical
5
Information is new and relatable to audience, practical
3
Main points supported with research
3
At least one oral citation with needed information
3
Good transitions, good flow from one point to the next
Conclusion 15%
5
Prepared audience for conclusion
4
Summarized main points, no extra information
4
Strong ending, related back to attention getter
Delivery 40%
5
Good volume and speech rate
3
Good vocal variety, speaker was energetic, passionate
3
Good eye contact
4
Good posture and hand gestures, good overall body language
5
Good articulation, pronunciation (few verbal fillers, appropriate language)
4
Professional appearance, business casual attire, professional notes
3
Presentation aid (supportive, easily visible, correct spelling, duration)
4
Time Limit (stayed within designated time limit)
81
TOTAL
5 –Very Good
4 – good
3 – average
2– needs work
1 – unacceptable
.
South University College of Nursing and Public Health Graduate.docxrosemariebrayshaw
South University College of Nursing and Public Health Graduate Online
Nursing Program
Aquifer Internal Medicine
Internal
Medicine
08: 55-year-
old male
with chronic
disease
management
Author/Editor:Author/Editor: Cynthia A. Burns, MD
INTRODUCTION HISTORY
You review Mr. Morales' records on the computer.You review Mr. Morales' records on the computer.
!
You are working with Dr. Clay in her outpatient diabetes clinic this morning.
https://southu-nur.meduapp.com/
https://southu-nur.meduapp.com/document_sets/6094
Your first patient, Mr. Morales, was seen by Dr. Clay once before, eight years ago,
but was lost to follow-up after that time.
Based on review of the electronic medical record you are able to collect the
following information prior to heading into the room to meet Mr. Morales:
Mr. Morales is a 55-year-old Hispanic male, diagnosed with Type 2 diabetes
mellitus thirteen years ago after experiencing a 20-pound unintentional weight
loss, blurry vision, and nocturia.
He was hospitalized six weeks ago with a non-ST elevation myocardial infarction
and required three vessel coronary artery bypass grafting. During his admission,
he was found to have a reduced ejection fraction of 20%.
He was referred for today's visit by the cardiologist to focus on optimizing his
glycemic control and reducing his risk of the comorbidities associated with poorly
controlled Type 2 diabetes mellitus.
His last hemoglobin A1c (HbA1c) was 9.5% eight years ago, and he had
microalbuminuria at that time.
DIABETES CHRONIC DISEASE
MANAGEMENT 1
MANAGEMENT
You review diabetes chronic disease management with Dr. Clay.You review diabetes chronic disease management with Dr. Clay.
!
Before you see Mr. Morales, Dr. Clay reviews diabetes chronic disease
management with you.
Diabetes Chronic Disease Management
Evaluate for and optimize prevention of diabetic complicationsEvaluate for and optimize prevention of diabetic complications
Macrovascular complications:
Cardiovascular disease
Cerebrovascular disease
Microvascular complications:
Retinopathy
Nephropathy
Neuropathy
In particular, cardiovascular disease is the No. 1 cause of mortality for people
with diabetes, and one of the top causes of morbidity.
Hypoglycemia, infections, foot ulcers, and amputations are additional causes of
morbidity and mortality in patients with diabetes.
The American Diabetes Association publishes annual guidelines to assist in the
management of a patient with diabetes.
Remember the large role that the psychosocial aspects of a diabetesRemember the large role that the psychosocial aspects of a diabetes
diagnosis play in managementdiagnosis play in management
Non-adherence with medical recommendations could be due to economic,
work-related, religious, social, or linguistic barriers to care. Care must be taken
to assess the psychosocial status of each person with diabetes at each clinic
visit to ensure that barriers to successful diabetes care are minimized.
Question
Which .
Sources to UseSuskie, L. (2014, March 17). What is good.docxrosemariebrayshaw
Sources to Use:
Suskie, L. (2014, March 17). What is good assessment? A second look [PDF]. Retrieved from http://www.lindasuskie.com/apps/blog/show/41934533-what-is-good-assessment-a-second-look
Suskie, L. (2018, May 27). What are the characteristics of well-stated learning goals? [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/45689916-what-are-the-characteristics-of-well-stated-learning-goals-
Suskie, L. (2015, March 23). Setting meaningful benchmarks or standards [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/43191428-setting-meaningful-benchmarks-or-standards
Braskamp, L. A., & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning [PDF]. Retrieved from http://www.learningoutcomesassessment.org/documents/BraskampGuidelines.pdf
Hutchings, P., Ewell, P., & Banta, T. (2012). AAHE principles of good practice: Aging Nicely. Retrieved from: https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-Hutchings-EwellBanta.pdf
Jankowski, N. A., Timmer, J. D., Kinzie, J., & Kuh, G. D. (2018). Assessment that matters: Trending toward practices that document authentic student learning. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning outcomes Assessment (NILOA).
Banta, T., & Blaich, C. (2011). Closing the Assessment Loop. Change, 43(1), 22–27.
Running head: WEEK FIVE PAPER 1
TITLE OF PAPER 5
Week Five Paper
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Week Five Paper
Start the first paragraph here. It should introduce your reader to the subject you are writing about, as well as your particular position or claim. Before you can create your first paragraph, check that you Understand Your Assignment. You can use this template to help you format your paper. For longer papers, include sub-headings or levels of heading.
Challenges and Communication Needs
Communication Theories and Use to Effectively Engage Clients
Three Verbal and Three Nonverbal Techniques to Use With Clients
Selected Communication Theories and Benefits and Limitations
How Active Listening Skills Are Used
How Empathy Skills Are Used
Family, Culture and Gender Issues
Personal Communication Strengths and Growth Areas
Conclusion
.
References
The following are commonly used references. Please fill in the required information, and if you need more help, see the Formatting Your References List page. References are listed in alphabetical order.
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal.
Sooner or later you’ll find your-self leading a team where one.docxrosemariebrayshaw
Sooner or later you’ll find your-self leading a team where one
or more of your people work
remotely. You can turn this situa-
tion into an advantage by leverag-
ing diverse backgrounds and
highly motivated employees. To do
this, you’ll need to avoid the possi-
ble communication and effective-
ness pitfalls and make sure you’re
making use of all the means at
your disposal to operate effectively
from a distance. Interestingly
enough, my experiences in P&G as
both a remote manager and a
remote employee have made me a
more disciplined manager.
Various situations, be it with
remote teams who work from
their homes or international
employees in different time zones,
bring unique characteristics to
which you’ll need to adjust your
management style. That said, the
basics for any manager remain the
same—you just have to do them
better. Do them well, and you’ll
have a highly energized and driven
work team. The consequences of
not doing so are twice as disas-
trous with remote teams.
What You Can Do
Let me share some of my favorite
must-do items for any remote
leader.
1. Energize your team with a
vision. To win as a team and as an
organization, it’s critical to involve
your remote group in the creation
and deployment of a common
vision. Ask yourself what your
most important breakthrough will
be, and set this as the direction
that propels your people and your
action plan. If it isn’t possible to do
this face to face, take time to have a
brainstorming forum, group chats,
and calls with video where you
come to a clear, meaningful state-
ment of the accomplishment your
team will be known for.
2. Engage them with a robust
action plan. This is probably one
of the most critical aspects of
remote leadership. Each team
member needs to feel engaged and
have a clear understanding about
what will be requested from them
or their teams, how it will be mea-
sured, and when you will expect it.
To do this well is to set a solid
foundation and clear the way for
what will come. Draft an action
plan with a clear link to your
vision, and engage each team
member individually with the
objectives assigned to them. Align
on the way updates will be pre-
sented and on key milestones.
Give examples of the way you like
updates to be presented and the
data you expect to see in them.
3. Be in touch with your team.
You need to be disciplined about
having periodic touchpoints in
order to stay connected. Watch out
for overly independent employees
who think they don’t need direc-
tion and allow the distance to
grow. It’s important to align prior-
ities, review action-plan progress,
and talk about career develop-
ment. It also doesn’t hurt to build
a personal relationship that fosters
trust and open communication.
Though there are various con-
straints, mostly financial, make
sure to schedule face-to-face time
as much as possible, and, again,
make use of the vast array of avail-
able videoconferencing te.
Sophia Bosoni, Tombra Esite & Junhui Liu
February 6, 2020
Innovation and Organization Transformation
The Boston Globe Organizational Transformations and Innovations
Introduction
The Boston Globe is a company that has been running since 1872. They are experiencing great changes due to changes in the media industry. The owner of The Boston Globe is The Boston Globe Media Partners, LLC. Now, the publisher and the owner of The Boston Globe is John Henry (The Boston Globe). Due to technological innovations, the way and how we inform ourselves is different than the past generations (ex: virtually).
The Boston Globe’s structure, human resources, political and symbolic frames activities are changing so quickly due to the new organization’s transformations and innovations. The structure of the media organizations has changed internally and externally. In relation to human resources we are going to focus on the internal and external changes as a result of the structural change. Politically and symbolically The Boston Globehas transformed, as well. We are going to explore how digital innovation has completely transformed The Boston Globe. This issue is important as The Boston Globe is experiencing many transformations and revenue challenges and they have to survive. Moreover, as a group, we will focus on the organizational transformations in relation to the four frames (structural, human resources, political & symbolic).
Main Issue
· Requires organization response involving key decision makers
Underlying Causes
Activity in the Four Frames
Structural Frame
The Boston Globe had to restructure because of the technological changes in this century. The Boston Globe had to adapt; therefore they created the BostonGlobe.com in 1995. The Boston Globe mains goal is to survive; then it is to deliver news. The Boston Globe went from an all paper organization to an electronic and paper organization (BostonGlobe.com). Due to all the new technological innovation and other online website there has been a need to get an IT department. This IT department takes care of the online website. Moreover, there needs to be a cyber security team because of all the hacking. The Boston Globe needs to protect themselves from the hackers. Additionally, jobs at The Boston Globe have changed greatly. They had to fire Truck drivers to deliver the newspapers and paper boys and hire more tech people.
Human Resources Frame
Political Frame
The owner of The Boston Globe, John Henry, is also the “Red Sox” owner. “In February 2013, the Red Sox owner John Henry assumed ownership, marking a new chapter (The Boston Globe).” This involves means that there is a lot of politics involved as John Henry has biases.
Due to the new structure at The Boston Globe it changes a lot of activity that relates to the political frame. Some of the changes are that there is no more need for different jobs that were very important and essential a couple decades ago, a generation ago. .
Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docxrosemariebrayshaw
Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship
between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors
perform and wellness. We provide implications for school counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emoti.
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docxrosemariebrayshaw
This document provides instructions and guidance for a history assignment on America as a superpower from 1947 to the present. It discusses the structure and formatting of the paper, including it being 5 paragraphs long and 500-800 words. It provides sources to use, including a textbook and lists additional sources categorized by topic. It provides examples of in-text citations and formatting the sources list. The document aims to help students understand the requirements and find relevant sources to write their history paper on examples from the Cold War and post-Cold War eras.
Sources of Risk for Chronic Conditions in the State of Flo.docxrosemariebrayshaw
Sources of Risk for Chronic Conditions in the State of Florida
DHA-7010 - Project and Resource Management in Integrated Systems
4/05/20
*
Introduction
A chronic condition is a disease that endures along period.
Chronic illness is one of the health issues which has been prevalent in the United States for an extended period.
Various sources of risk are associated with chronic conditions that directly impact the success of this project.
These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
Introduction
A chronic condition is a disease that endures along period. Chronic illness is one of the health issues which has been prevalent in the United States for an extended period. However, multiple sources of risk are associated with chronic conditions that directly impact the success of this project. These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
*
Sources of Technical Risk Factors
Technical risk factors in this project are associated with factors such as:
Scope definition in the study
Research design
Research of information (Cachada et al., 2019)
Methods used to conduct the research study
Sources of Technical risk factors
Technical risk factors in this project arise from issues or activities associated with the scope definition, research design, research of information, and methods used to conduct the research study. In this case, conduction research to know more about chronic conditions in the State of Florida will involve in-depth scope definition to understand more the status of chronic illness in the State of Florida (Cachada et al., 2019)
.
*
Sources of Managerial Risk Factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity (Cachada et al., 2019).
Sources of managerial risks affecting the success of this project include the following factors:
Cost factors
Legal factors
Legal factors
Sources of managerial risk factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity. The primary source of such risk includes cost factors, which escalates the cost of conducting a project due to the inability to make proper cost estimations.
Schedule factors is another source of risk that affect how activities of the project should be conducted (Cachada et al., 2019). In the research study, the schedule of performing on the status of chronic illness in the State of Florida will be timed to collect enough information to help in making proper decisions.
Legal risk factors is another set of sources of managerial risks that are likely to affect the effectiveness of this research. These factors arise from regulatory obligations such as contract risks that approve the use of chronic condition data to perform a research project. This set of risks will.
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104 PART ONE DIRECTING THE OPERATION
● Implementation – the way that strategy is operationalized or executed. Three issues are
often mentioned by strategy practitioners as being important in achieving successful
implementation: the clarity of the strategy, the nature of the leadership provided by top
management, and effective project management.
● Monitoring – involves tracking ongoing performance and diagnosing data to make sure
that the changes are proceeding as planned and providing early indications of any devi-
ation from the plan.
● Control – involves the evaluation of the results from monitoring the implementation so
that activities, plans and performance can be assessed with the intention of correcting
future action if that is required.
CASE STUDY McDonald’s: half a century of growth 13
It is loved and it is hated. It is a shining example of how
good-value food can be brought to a mass market. It is a
symbol of everything that is wrong with ‘industrialized’, cap-
italist, bland, high-calorie and environmentally unfriendly
commercialism. It is the best-known and most loved fast
food brand in the world with more than 36,000 restau-
rants in 117 countries, providing jobs for 1.7 million staff
and feeding 69 million customers per day (yes, per day!).
It is part of the homogenization of individual national cul-
tures, filling the world with bland, identical, ‘cookie cutter’,
Americanized and soulless operations that dehumanize
its staff by forcing them to follow ridged and over-defined
procedures. But whether you see it as friend, foe, or a bit
of both, McDonald’s has revolutionized the food industry,
affecting the lives of both the people who produce food and
the people who eat it. It has also had its ups (mainly) and
downs (occasionally) as markets, customers and economic
circumstances change. Yet, even in the toughest times it has
always displayed remarkable resilience. What follows is a
brief (for such a large corporation) summary of its history.
Starting small
Central to the development of McDonald’s is Ray Kroc, who
by 1954 and at the age of 52 had been variously a piano
player, a paper cup salesman and a multi-mixer salesman.
He was surprised by a big order for eight multi-mixers
from a restaurant in San Bernardino, California. When
he visited the customer he found a small but successful
restaurant run by two brothers Dick and Mac McDonald.
They had opened their ‘Bar-B-Que’ restaurant 14 years
earlier, and by the time Ray Kroc visited the brothers’ oper-
ation it had a self-service drive-in format with a limited
menu of nine items. He was amazed by the effectiveness
of their operation. Focusing on a limited menu including
burgers, fries and beverages had allowed them to analyse
every step of the process of producing and serving their
food. Ray Kroc was so impressed that he p.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
2. about the
conditions under which coaching versus directive forms of team
leader-
ship are more effective, or the processes through which team
leadership
styles influence team outcomes. In the present study, the
authors found that
coaching leadership was more effective than directive
leadership when the
team leader was highly charismatic and less effective than
directive leader-
ship when the team leader lacked charisma. Directive leadership
was more
effective than coaching leadership when team members were
high in
self-efficacy and less effective than coaching leadership when
team members
lacked self-efficacy. The moderating effects of leader charisma
and team
member self-efficacy were mediated through motivational
pathways involving
team member effort.
Keywords
teams, leadership, motivation
A growing body of research highlights how important leader
behaviors are
for team performance (DeRue, Nahrgang, Wellman, &
Humphrey, in press;
622 Small Group Research 41(5)
3. Druskat & Wheeler, 2003; Durham, Knight, & Locke, 1997). In
fact, Zaccaro,
Rittman, and Marks (2001) suggest that effective leadership is
one of the
more important factors in the success of organizational teams.
Yet at the same
time, we still have a limited understanding of how leaders
create and manage
effective teams (Burke et al., 2006; Kozlowski, Gully, Salas, &
Cannon-
Bowers, 1996; Zaccaro et al., 2001).
Research indicates that team leaders engage in a variety of
behaviors
aimed at facilitating team functioning and performance
(Morgeson, DeRue,
& Karam, 2010). One approach involves encouraging the team
to manage its
own affairs and developing the team’s capacity to function
effectively with-
out direct intervention from the team leader. First identified by
Manz and
Sims (1987), and later analyzed by many other scholars (e.g.,
Hackman &
Wageman, 2005; Morgeson, 2005; Wageman, 2001), this form
of leadership
focuses on coaching the team and empowering its self-
management. This
coaching form of leadership is particularly important given that
team leaders
are sometimes external to a team and not involved in its daily
task activities.
Using in-depth interviews and survey-based research, Manz and
Sims found
that team leaders who encourage and coach team self-
management via self-
4. observation, self-evaluation, and self-reinforcement were more
effective than
leaders who did not. Likewise, other researchers have found that
supportive
coaching by a team leader can lead to more effective group
processes, such as
learning and adaptation, and ultimately to higher levels of team
performance
(e.g., Edmondson, 1999; Wageman, 2001). In fact, coaching has
been estab-
lished as an important team leadership behavior in a broad array
of contexts,
including nursing (Hayes & Kalmakis, 2007), sports (Amorose
& Horn,
2000; Reinboth, Duda, & Ntoumanis, 2004), and group therapy
(Cohen,
Mannarino, & Knudsen, 2005).
In contrast to the coaching form of leadership, some team
leaders engage
in a more directive style by actively intervening in a team
(Morgeson, 2005).
This approach involves setting clear expectations and goals,
providing
instructions to team members, monitoring team member
performance, and
directly implementing corrective actions in the team. Research
indicates that
this more directive form of leadership can also enhance team
performance.
For example, in their study of team self-management, Manz and
Sims (1987)
also examined more directive forms of leadership and found
these directive
leader behaviors led to positive team leader evaluations.
Likewise, Pearce
5. and Sims (2002) showed that directive leader behaviors can lead
to higher
team performance.
In their meta-analytic summary, Burke et al. (2006) showed that
these dif-
ferent leadership styles (coaching vs. directive) can both have
positive effects
DeRue et al. 623
on team performance. But at the same time, there is an emerging
recognition
in the team leadership literature that the relative effectiveness
of these different
styles may depend on other factors. For example, Kozlowski,
Gully, Salas,
et al. (1996) discussed how leader behaviors interact with a
team’s stage of
development to shape team processes and performance. In their
model,
effective leaders focus on coaching team members and building
shared affect
and attitudes during early stages of team development but then
shift their
attention to applying and directing team capabilities later on.
Other scholars
have argued that the effectiveness of team leader behaviors
depends on the
nature of a team’s context (e.g., novel events that disrupt team
functioning;
Morgeson, 2005) and such team design features as task
interdependence,
team size, and resource availability (Wageman, 2001). It seems
6. likely that the
relationship between leader behaviors and team performance is
contingent on
a variety of factors.
Although they recognize the importance of such contingencies,
existing
models of team leadership suffer from three important
limitations. First, the
discussion of contingencies in these models is generally limited
to factors
that are external to the team’s members (e.g., task
characteristics, team size,
event types). A notable exception can be found in a recent study
by Yun,
Faraj, and Sims (2005), who showed that coaching leadership is
more effec-
tive for highly experienced teams, but directive leadership is
more effective
for less experienced teams. This suggests that the characteristics
of team
members can shape how they respond to coaching and directive
behaviors by
a leader. We believe that models of team leadership need to
incorporate other
team member characteristics as potential contingency factors.
A second limitation in existing models of team leadership is
that they
rarely consider characteristics of the leader and how such
characteristics can
shape the relationship between leader behaviors and team
performance. This
is an important theoretical gap because leader characteristics
likely influence
how effective team leaders are at engaging in different types of
7. behaviors.
For example, coaching leadership is aimed at developing team
member
capabilities and helping team members learn to work together
effectively.
Leader characteristics (e.g., charisma, social influence skills)
that enable
someone to be more effective at motivating team members to
embrace change
should thus enhance the degree to which coaching leadership
facilitates team
performance.
Finally, existing models of team leadership stop short of
identifying the
underlying mechanisms that explain any contingencies in the
link between
leader behavior and team performance. In their review of the
team leadership
literature, Burke et al. (2006) noted that a key “line of inquiry
[for future
624 Small Group Research 41(5)
research] concerns the identification of the underlying
mechanisms via which
leadership in teams contributes to both team performance and
performance
outcomes” (p. 302).
The purpose of our study is to address these limitations by
developing a
motivationally based contingency model of team leadership. In
our model,
8. the relationship between a leader’s behaviors and team
performance is con-
tingent on the leader’s charisma and the efficacy of his or her
team members.
We consider two specific behavioral approaches to team
leadership: a coach-
ing approach and a directive approach. Our focus on coaching
and directive
leadership draws on and extends prior research that
conceptualizes team
leadership along these two dimensions (Burke et al., 2006; Yun
et al., 2005).
Adopting a motivational perspective, we then theorize that
coaching and
directive leader behaviors interact with leader charisma and
team member
self-efficacy to differentially affect team performance. We
argue that these
contingencies operate through their effects on team member
motivation,
especially the amount of effort that team members devote to
their tasks. Thus,
not only does our theorizing identify new contingencies in team
leadership,
but it also extends current theory by offering insight into the
underlying
motivational mechanisms that explain the team performance
implications of
complex interactions among team leader behaviors, leader
characteristics,
and team member characteristics.
Coaching and Directive Forms
of Team Leadership
Behavioral perspectives on leadership have flourished since the
mid-20th
9. century, and so by now, there are numerous systems for
classifying leader
behaviors (see Fleishman et al., 1991 for a review). Despite the
proliferation
of these classification systems, recent reviews suggest there are
two basic
behavioral approaches to team leadership: a coaching (or
developmental),
person-focused approach and a directive, task-focused approach
(Burke
et al., 2006; Pearce et al., 2003).
Leaders engage in coaching behaviors to develop a team’s
capacity to
perform key functions. They do this by encouraging team
members to take
responsibility for, and work together to fulfill, such functions.
Coaching leaders
help team members (when needed) to make coordinated and
task-appropriate
use of their collective resources, and they help team members
through any
performance problems that arise (Hackman & Wageman, 2005).
Coaching
leaders refrain from actively intervening in and assuming
responsibility for
the day-to-day tasks assigned to team members. When
performance problems
DeRue et al. 625
occur, coaching leaders leverage these episodes as learning and
developmental
opportunities for team members, rather than directly intervening
10. in the task.
Such leaders consistently encourage team members to assume
responsibility
for their own actions and performance.
In comparison, directive leadership represents a more active and
intrusive
approach to team leadership (Pearce et al., 2003). Directive
leaders set the
team’s direction, assign goals for the team and team members,
and give team
members specific instructions about their tasks, including what
is expected of
them, how it should be done, and when it must be completed. A
directive
leader sets clear expectations for the team and then monitors
events to make
sure the team is performing according to plan. When team
members are not
performing well, directive leaders not only point out the
performance prob-
lems, but also direct poorly performing team members, telling
them what to
do and how to do it.
In our study, we examined the conditions under which each of
these
approaches to team leadership is most effective. Existing
research does not
sufficiently consider possible contingencies in team leadership
or the under-
lying mechanisms that explain these relationships. We theorized
that the
effectiveness of coaching versus directive leadership depends
on the charac-
teristics of both a team’s leader and those of the team’s
11. members. In other
words, either a coaching or a directive approach to leadership
can be effective
when employed by the right leader, in the right context. In the
next section,
we identify two important contingency factors and explain how
they can
influence team performance through their impact on the efforts
of team
members.
Contingencies in Team Leadership:
A Motivational Perspective
In our contingency model of team leadership, we posit that team
member
motivation is one mechanism through which coaching and
directive leadership
affect team performance. Given our interest in motivational
factors, we
focused on leader charisma as a leader attribute that can
moderate how direc-
tive and coaching team leadership influence team performance.
Charisma is
important because it is one of the key resources that leaders can
use to moti-
vate their followers (Bass, 1985; Ilies, Judge, & Wagner, 2006).
We also
focused on the moderating effects of team members’ perceptions
of self-
efficacy. Efficacy beliefs are important because they represent
an underlying
source of effort among team members that can be directed at a
team’s task
(Bandura, 1997). In this sense, leader charisma and team
member self-efficacy
12. 626 Small Group Research 41(5)
serve as distinct contingency factors that originate from
different sources, but
may operate through a common motivational pathway. An
illustration of our
model is presented in Figure 1.
Leader Charisma
Charismatic leaders are those who “by the force of their
personal abilities are
capable of having profound and extraordinary effects on
followers” (House
& Baetz, 1979, p. 399). Charismatic leaders are often seen as
agents of
change who are particularly skilled at improving the
performance of followers
and seeking radical reforms in them to achieve a vision or goal
(Conger &
Kanungo, 1987). In essence, charisma is a resource that can
enable leaders
to be more effective at facilitating change by developing
followers’ beliefs
and actions in ways that ultimately produce more effective
methods for
accomplishing an objective. The potential for leader charisma to
positively
affect group outcomes has been illustrated across several
studies done in
many organizational contexts (Bass, 1990; Dvir, Eden, Avolio,
& Shamir, 2002;
Lowe, Kroeck, & Sivasubramaniam, 1996).
First, we focus on how leader charisma affects coaching
13. behaviors. For
coaching leaders, the primary aim is to develop team members’
individual
capabilities and their ability to work together effectively. As
Hackman and
Wageman (2005) note, coaching leaders “help members learn
new and more
effective team behaviors” (p. 270). Coaching leaders help team
members
Team Leader Behavior
(Coaching/Directive)
Team Member
Self-Efficacy
Leader
Charisma
Team
Performance
Team Member
Motivation
Figure 1. Contingencies in team leadership: A motivational
perspective
DeRue et al. 627
align their performance behaviors with the demands of the task
environment
and seek to foster the development of team members’ skills and
knowledge
14. related to the team task (Hackman & Wageman, 2005;
Kozlowski, Gully,
McHugh, Salas, & Cannon-Bowers, 1996; Schwartz, 1994). So,
coaching
leaders who are charismatic should be more effective at
fostering change and
developing their teams. In contrast, coaching leaders who lack
charisma may
find it difficult to inspire team members in ways that foster
development and
encourage the team to find ways to perform its tasks better.
Whereas high
levels of charisma are an asset for coaching leaders, low levels
of charisma
are a liability.
We posit that charisma is an asset for coaching leaders because
charisma
affects team members’ motivation. Theories of charismatic
leadership often
emphasize motivational factors (Bass, 1985; House, 1977), and
research
suggests that charismatic leaders produce heightened levels of
activation in
followers, which lead in turn to increased levels of effort and
motivation
(Ilies et al., 2006; Shamir, Zakay, Breinin, & Popper, 1998).
In contrast to coaching leadership, directive leadership is much
less about
developing team members’ capabilities. Directive leaders
provide team mem-
bers with a clear course of action by communicating
expectations, goals, and
specific task instructions. As some have argued, in the
substitutes for leader-
15. ship literature (Dionne, Yammarino, Atwater & James, 2002;
Kerr & Jermier,
1978), team members with a clear course of action have less to
gain from the
inspirational actions of charismatic leaders. There is simply less
need for
leadership because the team understands its mission and the
path required
for achieving that mission. The expectations and goals set by a
directive
leader help team members to focus their efforts. Thus, whereas
a lack of
charisma can be a liability for coaching leaders, it may not be a
problem for
directive leaders.
Thus, we hypothesize the following:
Hypothesis 1: The relationship between team leader behaviors
and
team performance will be moderated by leader charisma such
that
(a) when leader charisma is high, coaching team leadership will
be
more effective than directive team leadership and (b) when
leader
charisma is low, directive team leadership will be more
effective
than coaching team leadership.
Hypothesis 2: The moderating effect of leader charisma on team
leader
behaviors will be mediated by team member effort.
16. 628 Small Group Research 41(5)
Team Member Self-Efficacy
Theories of leadership in general (e.g., Hersey & Blanchard,
1982), and of
team leadership in particular (e.g., Kozlowski, Gully, Salas, et
al., 1996),
often claim that the appropriateness of leader behaviors depends
on the fol-
lowers. Of particular importance is what followers believe about
their ability
to accomplish the task at hand. These beliefs determine how
much task-
related effort followers will expend and how long that effort
will be sustained
in the face of challenging situations (Bandura, 1986; Dweck,
1986; Farr,
Hofmann, & Ringenbach, 1993). Moreover, team members often
have diffi-
culty focusing on team goals and developing appropriate team
strategies,
until they are sure that they can perform their own roles
effectively (Kozlowski,
Gully, Nason, & Smith, 1999). Self-efficacy embodies beliefs
relevant to
these issues. Self-efficacy is defined as “people’s judgments of
their capabili-
ties to organize and execute courses of action required to attain
designated
types of performances” (Bandura, 1986, p. 391). Individuals
who perceive
themselves as efficacious can muster sufficient effort to
produce successful
outcomes. Individuals who do not perceive themselves as
efficacious are less
17. likely to muster and sustain such effort. Meta-analytic evidence
supports
these claims (Stajkovic & Luthans, 1998).
We theorize that the impact of directive and coaching leadership
on team
performance will depend on the average level of team member
self-efficacy.
This is different than collective efficacy, which focuses on
beliefs shared
among team members about their team’s ability to achieve its
overall objec-
tives (DeRue, Hollenbeck, Ilgen & Feltz, 2010; Gully,
Incalcaterra, Joshi, &
Beaubien, 2002; Tasa, Taggar, & Seijts, 2007). We focus on
self-efficacy
because we believe that individual beliefs about personal
abilities, as opposed
to any collective beliefs about a team, will be more predictive
of team
members’ motivational reactions to team leader behaviors. This
is because
motivation and reactions to leader behaviors are individual
processes and not
the property of a team.
Directive leaders facilitate team performance by setting
expectations,
giving team members specific instructions, and then monitoring
team mem-
bers’ performance for any problems that need to be corrected.
When team
members have high self-efficacy, the directive leader’s
expectations and
task-specific instructions provide a target toward which team
members can
18. direct the effort and motivation that comes from feeling
efficacious.
Compared with team members with low self-efficacy, those with
high self-
efficacy are more likely to feel that they can accomplish task
objectives. As
a result, they are more likely to put forth effort and persist until
those
DeRue et al. 629
objectives are accomplished. Thus, directive leaders have a
much greater
pool of team member motivation to draw on when team member
self-efficacy
is high.
If team members suffer from low self-efficacy, however, then
we expect
them to respond to directive leadership negatively. Less
efficacious team
members will feel that they cannot meet the leader’s
expectations or effec-
tively carry out the leader’s instructions, and so they will be
less likely to put
forth the effort required to accomplish task objectives. In other
words, direc-
tive leaders are attempting to set expectations and give specific
instructions
to people who already have low expectations regarding task
performance,
and who lack the motivation necessary to persist when task
objectives are not
initially met. As Kozlowski, Gully, Salas, et al.’s (1996) model
19. of team lead-
ership suggests, it is more appropriate for leaders who have
followers with
low self-efficacy to employ a coaching approach. When
coaching their
followers, such leaders should try to develop the capacity of
team members
in ways that enhance their capacity to perform effectively. By
taking a coaching
approach, a team leader can sometimes build team members’
sense of
efficacy and reshape their expectancies regarding task
performance in ways
that increase their motivation and capacity to perform.
Thus, we hypothesize the following:
Hypothesis 3: The relationship between team leader behaviors
and
team performance will be moderated by team member self-
efficacy
such that (a) when team member self-efficacy is low, coaching
team
leadership will be more effective than directive team leadership
and
(b) when team member self-efficacy is high, directive team
leader-
ship will be more effective than coaching team leadership.
Hypothesis 4: The moderating effect of team member self-
efficacy on
team leader behaviors will be mediated by team member effort.
Method
Research Participants and Task
20. Research participants were 400 upper-level undergraduate
students enrolled
in an introductory management course at a large Midwestern
university.
Their average age was 21.8 years; 53.8% of the participants
were male. Each
student was part of a team that consisted of four regular
members and one
leader, resulting in a total of 80 teams. All individuals were
randomly
630 Small Group Research 41(5)
assigned to teams and all teams were randomly assigned to
experimental
conditions. In return for their participation, the students
received class credit
and were eligible for a cash prize. At the end of each
experimental session,
the top performing team based on overall team performance was
awarded
$10 per team member.
Participants engaged in a dynamic, networked, military
command-and-
control simulation. The task was a modified version of a
simulation called
Dynamic Decision Making (DDD; see Hollenbeck et al., 2002
and Moon et al.,
2004 for details) that was developed to study team behavior.
This version of
the simulation was suitable for teams with little or no military
experience. In
our study, each team engaged in two 30-minute simulation
21. exercises that
were the same across all teams. In each exercise, team members
were charged
with keeping unfriendly targets from moving into a restricted
geographic
space while allowing friendly targets to travel freely throughout
that space.
Each team member had four vehicles that he or she could use to
travel through
and monitor the space.
This task required a high degree of interdependence among team
mem-
bers. For instance, each member was stationed at a single
computer terminal
and could only monitor a specific portion of the geographic
space from that
terminal. Individually, no team member could monitor all the
targets in the
space, but collectively, the team could monitor the entire space
and all of the
targets. Furthermore, each team member had only a single type
of vehicle
(four in total), and the vehicles differed in their speed and
power. Certain
targets could only be disabled by certain types of vehicles.
Thus, team mem-
bers had to work together in order to identify the targets as
either friendly or
unfriendly and then to successfully engage all the unfriendly
targets. Together,
these features of the task ensured that team members were
interdependent,
which met the common definition of teams in the literature
(Kozlowski &
Bell, 2003).
22. The team leader was not positioned at a computer terminal.
Instead, he or
she was free to move around and interact with team members.
This provided
the team leader with several unique abilities. For example, the
leader was the
only person who could monitor the entire geographic space.
This allowed the
leader to monitor team members’ actions, identify opportunities
and threats
for the team, and facilitate team member coordination and
communication.
Moreover, the team leader was free to interact with team
members in ways
that were consistent with the leadership manipulation. For
example, if the
leader needed to coach team members, provide them with
instructions, or
implement corrective actions, then he or she was free to do so.
DeRue et al. 631
Procedure
Each team was scheduled for a 3-hour session. Roles within the
teams were
randomly assigned. The leader role was assigned first; then the
leader was
given private instructions according to the experimental
condition.
Subsequently, the team member roles were assigned.
All individuals and teams, regardless of experimental condition,
23. next
received (the same) training on the simulation. This training
consisted of two
separate modules. First, all participants watched a 15-minute
video that intro-
duced them to the simulation. Second, all participants were
given hands-on
instruction and time to practice all the possible tasks in the
simulation. This
second module, which lasted approximately 45 minutes, allowed
participants
to learn the basic computer mouse movements and operations
associated with
the simulation.
After their training was complete, team members completed an
online sur-
vey that included a self-efficacy measure. The trainer then
informed the team
of a performance-based incentive. Teams had an opportunity to
earn up to
$50 based on their overall performance in the simulation. Prior
to the first
simulation exercise, teams were given 5 minutes to discuss their
strategies for
the simulation. Most teams used the entire time exactly in this
way. The teams
then performed the first of two 30-minute simulations. Between
the first and
second simulation, the leader was instructed (privately) to lead
a team discus-
sion session and prepare the team for the next simulation using
behaviors
consistent with the leadership manipulation. Teams were given
approxi-
mately 10 minutes to discuss their performance strategies
24. between the simu-
lations, and again, most teams used the entire time for such
discussions.
Teams then performed the second simulation. After completing
that simula-
tion, team members and their leader completed another survey,
which
included the measure of leader charisma. Teams were then
informed of their
performance relative to other teams in the experimental session,
and the top
performing team was rewarded. To conclude the research
session, partici-
pants were thanked for their participation.
Manipulations and Measures
Team leader behavior. All teams were randomly assigned to one
of two
conditions. In the coaching condition, the leader was instructed
to support the
growth and development of his or her team. In the directive
condition, the
leader was instructed to set the team’s direction and goals,
establish expectations
for the team, and actively direct the actions of team members by
providing
632 Small Group Research 41(5)
explicit instructions, monitoring team performance for
opportunities to make
corrective actions, and then implementing those corrective
actions. The spe-
25. cific instructions given to team leaders can be found in
Appendix A.
We assessed the effectiveness of this manipulation by
measuring the
degree to which team members perceived their leader as
engaging in direc-
tive leader behaviors. Two items were used for this
manipulation check:
“When it comes to my team’s work, my team leader gave
instructions on how
to carry it out” and “My team leader set challenging and
realistic goals.”
Ratings of each item were made using a 5-point scale (1 =
strongly disagree;
5 = strongly agree). The two ratings made by each person were
averaged
together to produce a single index (coefficient alpha was .82,
indicating that
the index had good reliability). We expected team leaders in the
directive
condition to earn higher index scores than team leaders in the
coaching con-
dition, and that is in fact what occurred. The mean index score
for leaders in
the directive condition (M = 3.77) was significantly higher than
the mean
score for leaders in the coaching condition (M = 3.53), t(df) =
1.81(79), p <
.05, one-tailed. To see whether team members agreed in their
assessments of
the leader, we computed the intraclass correlation coefficient
(ICC) as a test
of intermember reliability. James (1982) recommends using the
ICC as a cri-
terion for aggregation, and in this case, we found support for
26. aggregation
(ICC
1
= .29; ICC
2
= .62; p < .01). These results provided evidence supporting
the validity of our leader behavior manipulation.
Leader charisma. After the second simulation, but before team
results were
shared, team members were asked to rate the leader’s charisma
using Yukl and
Falbe’s (1991) measure. This measure included three items (see
Appendix B for
the actual items). On each item, participants made a rating on a
5-point scale
(1 = strongly disagree; 5 = strongly agree). Once again, an
index was created
by averaging the ratings together. The coefficient alpha for that
index was .88,
indicating that it had good reliability, and aggregation analyses
again sug-
gested that team members agreed in their assessments of the
leader (ICC
1
=
.30; ICC
2
= .63; p < .01). We also asked team leaders to rate their own
cha-
27. risma using the same three items, which were also averaged to
produce an
index of leader charisma (α = .92). These self-ratings converged
with the team
member ratings (r = .33; p < .05), providing additional support
for the cha-
risma measure.
Team member self-efficacy. After the training session, but
before the first
simulation exercise, each team member completed Quinones’s
(1995) mea-
sure of self-efficacy. This measure included 10 items (see
Appendix B). Team
members rated each item on a 5-point scale (1 = strongly
disagree; 5 = strongly
agree). Ratings across the 10 items were averaged together to
produce an
DeRue et al. 633
index. The coefficient alpha for that index was .92, indicating
that it had good
reliability. To obtain an aggregate assessment of team members’
self-efficacy,
we calculated the mean score for the team. Agreement was
unnecessary in
this case because we are focused on team members’ self-
efficacy ratings and
therefore used an additive model (Klein & Kozlowski, 2000) for
operational-
izing the construct.
Team member effort. To assess team member effort, we
28. measured how
quickly team members identified and engaged targets. Speed of
identification
and speed of engagement (two separate variables) provide good
measures of
effort because all the tasks involved a simple point-and-click
operation of the
computer mouse, making it unlikely that any skill or ability-
related differ-
ences among team members would affect how quickly members
identified or
engaged targets. Speed of identification was operationalized as
the number of
seconds that elapsed between the time a target appeared in the
geographic
space and the time that target was identified by a team member.
Speed of
engagement was operationalized as the number of seconds that
elapsed
between the time a target appeared in the geographic space and
the time that
target was engaged by a team member. Because a greater
number of seconds
reflected slower play, and thus less effort, we reverse-coded
each measure so
that higher numbers reflected more effort. To obtain an
assessment of team
members’ effort, we calculated the mean score for the team
across both simu-
lation exercises. The correlation between speed of identification
in the first
and second simulations was .74 (p < .01); the correlation
between speed of
engagement in the first and second simulations was .69 (p <
.01). The correla-
tion between the overall team member effort in the first and
29. second simula-
tions was .71 (p < .01). ICC
1
and ICC
2
values for team member effort across
the two simulations were .42 and .59, respectively (p < .01). So,
there was
justification for using the mean index across simulations.
Team performance. Teams started each simulation with 50,000
defensive
points and 1,000 offensive points. Teams could not gain
defensive points, but
they could lose defensive points if unfriendly targets entered the
restricted
geographic space. Teams gained offensive points for each
unfriendly target
that was destroyed in that space but lost offensive points for
mistakenly
destroying targets outside the restricted space or destroying
friendly targets
anywhere. Thus, for each simulation exercise, teams had both an
offensive
and a defensive score. To assess aggregate team performance,
we standard-
ized the data by subtracting the sample mean from each datum,
summed the
offensive and defensive scores for each simulation, and then
took the mean
score across both simulations. The correlation for offensive
scores across the
two simulations was .49 (p < .01), and the correlation for
30. defensive scores
634 Small Group Research 41(5)
across simulations was .71 (p < .01). The correlation between
overall team
performance in the first and second simulation was .59 (p <
.01). ICC
1
and
ICC
2
values for team performance across the two simulations were
.59 and
.74, respectively (p < .01).
Data Analyses
To examine the contingencies associated with team leader
behaviors, leader
characteristics, and team member characteristics, we used
moderated regres-
sion analyses. To begin, we dummy coded the team leader
behaviors, using
coaching behavior as the referent condition (coaching = 0;
directive = 1). All
the measured variables were centered by subtracting the
variable’s mean
from each datum, which helps reduce multicollinearity among
the variables
and their interaction terms (Cohen, Cohen, Aiken, & West,
2003). With team
31. performance as the dependent variable, we then entered team
leader behav-
iors, leader charisma, and team member self-efficacy in the first
step of the
regression. Next, two interaction terms were created by
multiplying the
leader behavior dummy code by the leader charisma and by the
team member
self-efficacy index scores, and then entering these two
interaction terms in
the second step of the regression. To determine the variance in
team perfor-
mance explained by each interaction, we also conducted
separate moderated
regression analyses for leader charisma and team member self-
efficacy.
Moderated regression analysis was used for testing Hypotheses
1 and 3. To
test Hypotheses 2 and 4, which suggested that team member
effort would
mediate the moderating effects of leader charisma and team
member self-
efficacy, we used Muller, Judd, and Yzerbyt’s (2005)
methodology for testing
mediated moderation.
Results
Table 1 presents the means, standard deviations, and
correlations for all the
variables. Based on these data, there were moderate levels of
leader charisma
and team member self-efficacy in our sample. On average,
teams required
104 seconds to identify and engage targets in the simulation,
which is gener-
ally equivalent to the performance levels observed in previous
32. pilot tests
with similar ad hoc groups. Our manipulation of team leadership
had no
significant effect on team member effort or team performance,
and probably
because of random assignment of leader behavior conditions,
was not related
to leader charisma or team member self-efficacy. So, any
differential effects
of coaching versus directive team leadership had to be
contingent on other
DeRue et al. 635
factors. Both leader charisma and team member self-efficacy
were positively
related to team performance (also see Table 2, Model 1), and
team member
effort was positively related to team performance. These results
offered pre-
liminary evidence that a motivational pathway may be the
mechanism that
links leadership with team performance.
Hypotheses 1a and 1b predicted that a leader’s behavioral style
(coaching,
directive) would interact with leader charisma to affect team
performance.
Specifically, when leader charisma was high, we expected
coaching leader-
ship to be more effective than directive leadership (Hypothesis
1a). But
when leader charisma was low, we expected directive leadership
to be more
33. effective than coaching leadership (Hypothesis 1b). As shown in
Table 2
(Model 2), leader charisma interacted with leadership behavior
in just this
way (β = −.22; p < .05). As an aid in understanding the form of
the interac-
tion, the relationship between team performance and leader
behavior for high
and low levels of leader charisma (defined as +1 and −1
standard deviations
from the mean, respectively; see Aiken & West, 1991) is shown
in Figure 2.
As expected, coaching leaders who were highly charismatic
fostered higher
levels of team performance than did directive leaders or
coaching leaders
who were not very charismatic. Moreover, directive team
leaders fostered
higher levels of team performance than coaching team leaders
who lacked
charisma. We conducted a simple slopes analysis for this
interaction and
found that the difference between coaching and directive team
leaders was
significant for low-charisma leaders (p < .01), but not for high-
charisma ones
(p = .28). Hypotheses 1a and 1b were thus supported.
Table 1. Descriptive Statistics and Correlations
Variable Meana SDa 1 2 3 4 5
1. Leader behaviorb 0.48 0.50 —
2. Leader charisma 3.63 0.53 −.04 —
3. Team member
34. self-efficacy
3.58 0.34 −.06 .03 —
4. Team member effort −104.01 18.68 .02 .02 .14 —
5. Team performance 38671.74 3183.21 .00 .22* .22* .61** —
Note: N = 80 teams.
a. Unstandardized.
b. Dummy coded (coaching = 0; directive = 1).
*p < .05. **p < .01.
636 Small Group Research 41(5)
In Hypothesis 2, we predicted that team member effort would
mediate the
interactive effect of leader charisma and coaching leadership on
team perfor-
mance. To provide evidence of mediated moderation, a set of
data must meet
three conditions (Muller et al., 2005). First, the independent
variable (leader
behavior) must interact with the moderator (leader charisma) to
affect the
outcome of interest (team performance). Our tests of Hypothesis
1 showed
that the data met this first condition. Second, the interaction
between leader
behavior and leader charisma must predict the mediator (team
member
effort). To test this condition, we conducted a separate
hierarchical regression
analysis in which team member effort was predicted from leader
behavior,
leader charisma, and the interaction between those variables. As
35. shown in
Table 3, leader behavior indeed interacted (though the effect
was only
marginally significant) with leader charisma (β = −.20; p < .10)
to influence
team member effort. The data thus met the second condition for
mediated
moderation. The third and final condition required that the
interaction
between leader behavior and leader charisma be reduced in
magnitude (and
become nonsignificant for full mediated moderation) when team
member
–0.5
–0.4
–0.3
–0.2
–0.1
0
0.1
0.2
0.3
0.4
0.5
36. Low Leader Charisma High Leader Charisma
T
e
a
m
P
e
rf
o
rm
a
n
c
e
Coaching Leadership Directive Leadership
Figure 2. Interactive effects of leader behavior and leader
charisma on team
performance
DeRue et al. 637
effort was included as a predictor of team performance. As
shown in Table 2
(Model 3), the interaction term for leader behavior and leader
charisma
dropped from −.22 to −.11 and became nonsignificant when
team member
37. effort was added to the regression. Thus, team member effort
fully mediated
the interactive effect of leader behavior and leader charisma on
team perfor-
mance, supporting Hypothesis 2.
Hypotheses 3a and 3b suggested that leadership behavior
(coaching vs.
directive) would interact with team member self-efficacy to
influence team
performance. Specifically, when team members were low in
self-efficacy, we
expected coaching leadership to be more effective than directive
leadership
(Hypothesis 3a). In contrast, when team members were high in
self-efficacy,
we expected directive leadership to be more effective than
coaching leadership
(Hypothesis 3b). As shown in Table 2 (Model 2), team member
self-efficacy
indeed interacted with leader behavior (β = .22; p < .05) to
predict team
performance. To help understand the form of this interaction,
the relationship
between team performance and leader behavior for high and low
levels of
team member self-efficacy (defined as +1 and −1 standard
deviations from
Table 2. Results of Hierarchical Regression Analysis Predicting
Team Performance
From Leader Behavior, Leader Charisma, Team Member Self-
Efficacy, and Team
Member Effort
β
38. Independent Variable
Model 1:
Main Effects
Model 2:
Moderated Effects
Model 3: Mediated
Moderation Effects
Leader behaviora .03 .03 .01
Leader charisma .22* .23* .21*
Team member self-efficacy .22* .24* .15
Leader behavior × leader
charisma
−.22* −.11
Leader behavior × team
member self-efficacy
.22* .09
Team member effort .54**
R2 .10 .19 .45
∆R2 .09* .26**
F 2.76* 4.18* 34.32**
∆F 1.42* 30.14**
Note: N = 80 teams.
a. Dummy coded (coaching = 0; directive = 1).
*p < .05. **p < .01.
638 Small Group Research 41(5)
39. the mean, respectively; see Aiken & West, 1991) is shown in
Figure 3. This
figure shows that directive leadership produced higher levels of
team perfor-
mance than coaching leadership when team members were high
in self-effi-
cacy. When team members were low in self-efficacy, however,
coaching
leaders produced higher levels of team performance than did
directive leaders.
We conducted a simple slopes analysis for this interaction and
found that the
difference between coaching and directive leaders was
significant when team
member self-efficacy was low (p < .01), but not when it was
high (p = .21).
Hypotheses 3a and 3b were thus supported.
Hypothesis 4 predicted that team member effort would mediate
the inter-
active effect of team member self-efficacy and team leader
behaviors on team
performance. To test for mediated moderation, we again
followed the proce-
dure outlined by Muller et al. (2005). The support we found for
Hypothesis 3
met the first of the three conditions. And as shown in Table 3,
team leader
behavior and team member self-efficacy had no main effects on
team
member effort, but they did have an interactive effect (β = .23;
p < .05), so the
second condition was also met. Finally, when team member
effort was included
41. Figure 3. Interactive effects of leader behavior and team
member self-efficacy on
team performance
DeRue et al. 639
as a predictor of team performance, the interaction between
leader behavior
and team member self-efficacy was reduced in magnitude (from
.22 to .09)
and became nonsignificant (see Model 3 in Table 2). Thus, team
member effort
fully mediated the interactive effect of team leader behavior and
team mem-
ber self-efficacy on team performance, supporting Hypothesis 4.
Discussion
The purpose of the present study was to examine selected
contingencies in
the relationship between team leader behaviors and team
performance.
Specifically, we investigated how leader charisma and team
member self-
efficacy interact with two different approaches to leadership
(coaching and
directive) to influence team member motivation and overall
team perfor-
mance. Our results suggest that leader charisma and team
member self-
efficacy each have unique effects on the relationship between
team
leadership, team member effort, and overall team performance.
A coaching
approach to team leadership had a stronger positive effect on
42. team perfor-
mance when the leader was highly charismatic, but coaching
leadership was
less effective than directive leadership when leader charisma
was low.
Charisma was thus an important asset for coaching leaders.
Moreover, we
Table 3. Results of Hierarchical Regression Analysis Predicting
Team Member Effort
From Leader Behavior, Leader Charisma, and Team Member
Self-Efficacy
β
Independent Variable Main Effects Moderated Effects
Leader behaviora .03 .03
Leader charisma .14 .16
Team member self-efficacy .02 .02
Leader behavior × leader charisma −.20†
Leader behavior × team member
self-efficacy
.23*
R2 .02 .11
∆R2 .09*
F 0.51 3.71*
∆F 3.20*
Note: N = 80 teams.
a. Dummy coded (coaching = 0; directive = 1).
†p < .10. *p < .05. **p < .01.
43. 640 Small Group Research 41(5)
found that when team member self-efficacy was low, a coaching
approach to
leadership was more effective, but when team member self-
efficacy was
high, a directive approach resulted in higher team performance.
These inter-
actions were mediated by team member effort.
Strengths and Limitations
Our study had several strengths that should be noted. First,
much of the
existing literature on team leadership relies on subjective
measures of team
processes and performance. In contrast, our study uses objective
measures of
team member effort and team performance, which helps avoid
many of the
methodological problems associated with self-report data and
enabled us to
empirically link team leader behaviors with team member effort
and overall
team performance.
A second strength of our study was its ability to assess causal
mechanisms.
We manipulated team leader behaviors and controlled the team
context in
ways that would be nearly impossible in a field setting. For
example, in field
settings, teams often differ on a variety of meaningful factors
(e.g., task char-
acteristics, developmental stages), and these between-team
44. differences would
make it difficult to isolate the motivational and performance
implications of
contingencies associated with directive and coaching form of
team leader-
ship. By conducting a controlled experiment, we were able to
isolate the
effects of team leadership and rule out other factors as potential
explanations
for our results.
Finally, the importance of contingencies is well-documented in
the leader-
ship literature (see Vroom & Jago, 2007 for a review).
However, scholars
often note how rarely researchers have studied the underlying
theoretical
mechanisms that explain these contingencies. In our study, we
used mediated
moderation analyses (Muller et al., 2005) to show empirically
that team
member motivation mediates key contingencies in team
leadership.
Notwithstanding these strengths, our study also had some
limitations
that should be noted and might guide future research. First, we
tested our
hypotheses via a laboratory experiment with college students, so
it is not
clear to what extent our findings will generalize beyond this
setting. For this
reason, we encourage researchers to test our theoretical
propositions in other
contexts, and examine whether our findings generalize to field
settings where
45. team leaders must adapt to changing work demands and may
have a harder
time assessing the efficacy of individual team members.
Another potential
limitation of our study concerns the manipulation of team
leadership. Because
leaders were selected randomly and leader behaviors were
manipulated, it is
DeRue et al. 641
not clear if leaders selected through natural organizational
processes or lead-
ers whose behaviors vary more naturally would display the same
pattern of
relationships found in our study. Also, leaders selected at
random might not
have the same credibility with followers, or identify as strongly
with the lead-
ership role, as leaders formally appointed to leadership roles by
an organiza-
tion (DeRue & Ashford, in press; DeRue, Ashford, & Cotton,
2009). These
credibility and identification processes may influence how our
findings gen-
eralize to field settings. We also tried to minimize (within
conditions) any
variability in leadership behaviors. As a result, our
manipulation may have
produced even stronger effects than one would observe in field
settings. And
we encourage other researchers to focus not only on the actual
behavior of
leaders, but also on the intentions underling that behavior. It
46. would also be
interesting to explicitly model and test the impact of blended
leadership
behaviors that mix the coaching and directive approaches.
Finally, we encourage
researchers to consider the possibility that our model may be
recursive—the
efforts and performance of team members may influence leader
behaviors.
Implications for Theory and Practice
Our study contributes to the understanding of team leadership in
several
unique ways and thus has important implications for both theory
and prac-
tice. First, current theory and research on leadership has
generally considered
a limited set of contingencies, focusing primarily on features of
the situation
(e.g., event types) or on a team’s task (e.g., task
interdependence). Contrary
to traditional leadership theories (e.g., House & Mitchell,
1974), theories of
team leadership have generally overlooked the issue of whether
the effective-
ness of different team leader behaviors is contingent on the
personal charac-
teristics of the leader or those of team members. In our study,
we extended
existing models of team leadership by showing that both leader
charisma and
team member self-efficacy serve as important boundary
conditions on the
relationship between leader behaviors and team performance.
Our contingency model of team leadership has several important
47. implica-
tions for managerial practice in organizations. For one thing,
team leaders
must find a match between their behavioral approach to
leadership, their own
personal characteristics, and the characteristics of their team’s
members.
Only when a match occurs will team leaders be able to
effectively facilitate
key team processes and generate high levels of team
performance. Thus, our
findings suggest that it might be important for team leaders to
adapt their
behavioral approach to circumstances over time. In particular,
as team mem-
bers develop a stronger sense of self-efficacy, team leaders
should try to
642 Small Group Research 41(5)
adapt their behavior accordingly. For example, coaching
leadership will help
develop team member self-efficacy, but as team member
efficacy grows,
directive leadership will be necessary to focus that efficacy and
the resulting
effort toward task accomplishment. One implication of this
finding is that
leaders must be able to accurately identify team members’ self-
efficacy
beliefs. Although our study did not explicitly examine
adaptations in leader-
ship behavior over time, or the ability of leaders to identity
team members’
48. efficacy beliefs, our results imply that moving from a coaching
to a directive
form of leadership as a team develops should (if it can be done)
be helpful.
Interestingly, this conclusion runs counter to suggestions that
leaders
should act in a less directive manner as a team develops
(Kozlowski, Gully,
Salas, et al., 1996) and its members acquire a clearer
understanding of perfor-
mance demands. One way to reconcile this apparent
contradiction is to rec-
ognize that directive forms of team leadership do not
necessarily imply
micromanagement. An important role of team leaders is to help
provide
broader strategic direction and help establish challenging team
goals, two
forms of direction that do not require strong hierarchical
control. Future
research should investigate the extent to which team leaders can
effectively
adapt their behavioral approach to leadership and how that
adaptation pro-
cess influences team functioning, particularly as the team
develops.
Finally, the contingencies identified in our study offer insight
into how
organizations might select and assign team leaders. For
example, if a par-
ticular team needs coaching and development, then our results
suggest that a
team leader should be selected who has the charisma necessary
to motivate
49. team members to embrace learning and development. Less
charismatic
leaders in this situation would be unable to facilitate the
necessary develop-
mental processes, and team performance would suffer as a
result.
Considering the many traits and attributes that have been
theorized to
influence leadership processes and outcomes (see Zaccaro,
Kemp, & Bader,
2004 for a review), our study also opens up a multitude of
avenues for future
research on how team leader behaviors interact with leader and
team member
characteristics to affect team performance. We were particularly
interested in
the motivational implications of team leadership, and so we
chose to focus on
leader charisma and team member self-efficacy as potential
moderators of the
relationship between leadership behaviors and team
performance. However,
future research might adopt alternative perspectives that lead to
the discovery
of other important leader and team member characteristics. For
example,
whereas we examined team member self-efficacy, future
research might
consider collective efficacy (DeRue et al., 2010). Future
research might also
embrace an information-processing perspective (e.g., Hinsz,
Tindale, &
50. DeRue et al. 643
Vollrath, 1997) and examine how the cognitive abilities of a
team’s leader, or
the cognitive abilities of its members, can shape the behaviors
that team
leaders use to manage information within the team, and how
such behaviors
influence team processes and performance. For example, team
members with
greater cognitive ability may be more efficient and accurate at
processing
information related to team functioning, which would reduce the
need for a
leader to monitor and process information for them.
We also encourage researchers to heed the advice of Zaccaro
(2007) and
integrate situational perspectives on team leadership with the
trait or attribute-
oriented approach used in this study. For example, certain
characteristics of
work tasks (e.g., autonomy) foster higher levels of motivation
(Campion &
Thayer, 1985; Hackman & Oldham, 1980; Morgeson &
Humphrey, 2006).
Future research might examine the motivational and
performance implica-
tions of team leader behaviors when both task characteristics
and the charac-
teristics of a team’s leader and its members are considered
simultaneously.
For example, autonomy (a task characteristic) may be
particularly motivating
when team members are experienced with a task, but
demotivating other-
51. wise. Examining potential contingency factors in this way
would yield a
more integrative contingency theory of team leadership than any
of those that
now exist.
Another important contribution of our study is its emphasis on
the under-
lying motivational mechanisms that explain contingencies in
team leader-
ship. Prior research on such contingencies has generally fallen
short of
identifying these mechanisms. We theorized about the
motivational implica-
tions of contingencies in team leadership and then provided
empirical
evidence for how team member motivation serves as a mediator
of the link
between team leader behaviors and team performance. That
finding has
important implications for current theory because this is the
first study to
document team member motivation as a mechanism through
which team
leader behaviors affect team performance. Future research
should extend this
motivational perspective by exploring other mediational
mechanisms that
could explain important contingencies in team leadership. For
example,
researchers might explore how leader behaviors influence
intrinsic or extrin-
sic motivation or explore such nonmotivational processes as
identification
with the leader. In addition, given the emergence of affective
events theory
52. (Weiss & Cropanzano, 1996) as a way of analyzing the impact
of discrete
events on individual psychological processes, future research
might try to
extend that theory to the team level and build on existing
research that
suggests a key function of team leaders is to manage events that
occur in the
team context (Morgeson, 2005; Morgeson & DeRue, 2006).
Drawing from
644 Small Group Research 41(5)
affective events theory and research on affect in teams (George,
1990), we
believe that the nature of team events, and the ways in which
team leaders go
about managing those events, could influence team functioning
through
affective pathways such as affective tone (Sy, Cote, &
Saavedra, 2005) and
collective emotion (Barsade, Ward, Turner, & Sonnenfeld,
2000; Bartel &
Saavedra, 2000; Ilies, Wagner, & Morgeson, 2007). These
extensions of our
theory and empirical findings would go a long way toward
enhancing under-
standing of team leadership and the contingencies that explain
how leader-
ship processes influence team performance.
Appendix A
Instructions Provided to Leaders in the Directive Condition
53. Prior to the first simulation. As the leader, your job is to direct
this team. You
should set the team’s direction and give specific instructions
regarding what
individual members should be doing and when they should be
doing it.
Ensure that your team members stick to your plan for
accomplishing your
objectives. Monitor your team members’ actions, and correct
them when they
are not following your plan. Tell them not only when they are
wrong, but
what they should be doing instead. It is important that you are
clear and direc-
tive in your leadership.
Between the first and second simulation. You will now have 10
minutes to
discuss Game 1 and prepare for Game 2. Your job will be to
direct the discus-
sion. Make sure you clearly communicate your observations
about the first
game to your team members. Additionally, make sure you
clearly state your
goals and plans for the second game. It is important that you
direct the discus-
sion so as to obtain maximum performance in the second game.
Instructions Provided to Leaders in the Coaching Condition
Prior to the first simulation. As the leader, your job is to coach
this team. You
should support their growth and learning so that your team will
fulfill its
potential. Help your members make coordinated and task-
54. appropriate use of
their collective resources in accomplishing the team’s work.
Monitor your
team members, encouraging them when they have difficulties
and praising
them when they do well. Provide aid when requested, and make
sure your
team members have the information that they need. It is
important that you
take this coaching-like approach in your leadership.
(continued)
DeRue et al. 645
Between the first and second simulation. You will now have 10
minutes to
discuss Game 1 and prepare for Game 2. Your job will be to
serve as a coach
during the discussion. Make sure your team members share their
observa-
tions about the first game. Additionally, make sure your team
members create
plans for the second game. It is important that you serve as a
coach during the
discussion so as to obtain maximum performance in the second
game.
Appendix B
Leader Charisma (Yukl & Falbe, 1991)
1. He/she knows how to appeal to the emotions and values of
people.
55. 2. He/she is the type of person that I would like to have as a
close
friend.
3. He/she has the ability to communicate a clear vision of what
our
team could accomplish or become.
Team-Member Self-Efficacy (Quinones, 1995)
1. I feel confident in my ability to perform this task effectively.
2. I think I can reach a high level of performance in this task.
3. I am sure I can learn how to perform this task in a relatively
short
period of time.
4. I don’t feel that I am as capable of performing this task as
other
people. (reverse-scored)
5. On the average, other people are probably much more
capable of
performing this task than I am. (reverse-scored)
6. I am a fast learner for these types of tasks, in comparison
with other
people.
7. I am not sure I can ever reach a high level of performance in
this
task, no matter how much practice and training I get. (reverse-
scored)
8. It would take me a long time to learn how to perform this
56. task effec-
tively. (reverse-scored)
9. I am not confident that I can perform this task successfully.
(reverse-
scored)
10. I doubt that my performance will be very adequate in this
task.
(reverse-scored)
Appendix A (continued)
646 Small Group Research 41(5)
Acknowledgments
We would like to thank Sean Burke and Carrie Beia for their
support in collecting
data for this study.
Declaration of Conflicting Interests
The author(s) declared no conflicts of interest with respect to
the authorship and/or
publication of this article.
Funding
We would like to thank the Eli Broad College of Business for
its financial support.
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Bios
D. Scott DeRue is an assistant professor of management and
organizations at the
University of Michigan’s Stephen M. Ross School of Business.
His research focuses
on leadership and team dynamics, with a particular interest in
understanding how
leaders and teams in organizations adapt, learn, and develop
over time.
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Center of Excellence
for the Professional Military Ethic, United States Military
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State University. His
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organizations.
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Valade Research
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leadership in self-
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design of work,
including team-based designs.
First among Equals: The Effect of Team Leader Characteristics
on the Internal Dynamics of Cross-Functional Product
Development Teams
�
Shikhar Sarin and Gina Colarelli O’Connor
Drawing on the path-goal theory of leadership, the present study
examines the effect
of team leader characteristics on an array of conflict resolution
behavior, collab-
oration, and communication patterns of cross-functional new
product development
(NPD) teams. A hierarchical linear model analysis based on a
survey of 246 mem-
bers from 64 NPD teams suggests that participative management
70. style and initi-
ation of goal structure by the team leader exert the strongest
influence on internal
team dynamics. Both these leadership characteristics had a
positive effect on func-
tional conflict resolution, collaboration, and communication
quality within the NPD
team while discouraging dysfunctional conflict resolution and
formal communica-
tions. Comparatively, team leader’s consideration, initiation of
process structure,
and position had a surprisingly weak effect on internal team
dynamics. Further, the
findings underscore the differential effects on various
dimensions of team dynamics,
the importance of controlling for project and team
characteristics, and the use of
multilevel modeling for studying nested phenomena related to
NPD teams. Impli-
cations of these findings are discussed.
Introduction
R
ecognizing the long-term competitive advan-
71. tage offered by successful new product
development (NPD), organizations are rely-
ing heavily on cross-functional teams to improve their
NPD processes (Barczak and Wilemon, 1992; Griffin,
1997; McDonough, 2000; Sarin and Mahajan, 2001;
Sarin and McDermott, 2003; Ulrich and Eppinger,
1995; Wind and Mahajan, 1997). Typically these
teams, composed of individuals drawn from a variety
of functional specialties within the organization, are
responsible for taking a product from conceptualiza-
tion to commercialization.
Growing popularity and anecdotal evidence notwith-
standing, the results achieved from the use of cross-
functional teams in NPD efforts have been decidedly
mixed (Barczak and Wilemon, 1989; Katzenbach and
Smith, 1993; Sarin and Mahajan, 2001). Among other
reasons, this lack of consistent success has been at-
tributed to poor project leadership, which often fails
72. to appreciate the diversity of cross-functional teams
and mismanages team dynamics—essential compo-
nents to the performance of any NPD team (Henke,
Krachenberg, and Lyons, 1993; Parker, 1994; Robbins
and Finley, 1995).
Effective project leadership has been identified as
one of the most important mechanisms not only for
managing team dynamics but also for steering the
teams successfully and efficiently through the new prod-
uct development process (McDonough and Griffin,
�
The authors are grateful to Tony Di Benedetto for processing
this
manuscript. They would also like to thank Robert Baron and
Stacey
Hills for their help on an earlier version of this manuscript.
Address correspondence to: Address correspondence to: Shikhar
Sarin, College of Business and Economics, Boise State
University,
Boise, ID 83725. Tel.: (208) 426-2721. Fax: (208) 426-5384. E-
mail:
[email protected]
J PROD INNOV MANAG 2009;26:188–205
r 2009 Product Development & Management Association
73. i:/BWUS/JPIM/345/[email protected]
1997). Team leaders coach team members, help de-
velop their capabilities, foster interactions and learning
within the team, and champion the team’s activities
to others in the organization (Ancona and Caldwell,
1992a; Barczak and Wilemon, 1992; McDonough and
Barczak, 1991; McDonough and Griffin, 1997; Sarin
and McDermott, 2003). Nurick Thamhain (2006) sug-
gest that effective project team leaders are social ar-
chitects who understand the interaction between
organizational and behavioral variables; suggesting
that such team leaders should be able to minimize
dysfunctional conflict and to foster a climate of active
participation.
Despite the focused attention from the academic
community, much of the past research in the NPD
literature is based largely on anecdotal data (e.g.,
74. Jassawalla and Sashittal, 2000), case studies (e.g.,
Hershock, Cowman, and Peters, 1994), or qualitative
data (e.g., Barczak and Wilemon, 1989; Donnellon,
1993). Although some studies (e.g., McDonough,
1993; Norrgren and Schaller, 1999) have explored
NPD team leadership empirically, these studies were
limited in their scope by the univariate analyses em-
ployed. Moreover, when empirical examinations were
undertaken, few studies controlled for the character-
istics of the team or the project, which could have
profound effects on how team leadership effects the
internal dynamics and performance of the NPD teams
(Ancona and Caldwell, 1992b; Griffin, 1979; Sarin and
Mahajan, 2001; Sarin and McDermott, 2003). The
NPD literature lacks a comprehensive and robust em-
pirical examination of the influence of team leadership
on the dynamics and performance of cross-functional
new product development teams. The present study
75. addresses this void in the NPD literature by empiri-
cally examining the effect of team leaders’ manage-
ment styles and position on an array of internal NPD
team dynamics. Such a comprehensive examination
is critical for understanding the inherent trade-offs
and synergies involved between various dimensions of
team dynamics.
Drawing on the path-goal theory of leadership
(e.g., Evans, 1970; House, 1971), this study focuses
on the team leader’s management style in terms of his
or her interactions with team members, style prefer-
ences for organizing work, and position and power in
the organization (Yukl, 1994). The effects of these
team leader characteristics on three broad areas of
internal team dynamics are examined: (1) conflict res-
olution behavior; (2) collaboration; and (3) commu-
nication behavior. In addition, the study controls for
key NPD team characteristics such as team size and
76. functional diversity and for project characteristics in-
cluding project length, complexity, and risk. Hierar-
chical linear modeling (HLM) is used to analyze the
data, which affords a number of analytical and inter-
pretive advantages over methods previously employed
in research on NPD teams.
Theoretical Background
Team Leader Characteristics
The team leader plays a pivotal role in setting the
work climate within the team, motivating team mem-
bers and affecting their behavior (Burke et al., 2006;
Norrgren and Schaller, 1999). Team leaders direct the
manner in which the NPD team presents itself and its
ideas to achieve personal and organizational goals
(Barczak and Wilemon, 1989; McDonough, 2000;
Sarin and McDermott, 2003).
Yukl (1994) suggests that leaders’ effectiveness is
derived from four sources: (1) the level of power and
77. influence possessed by the leader; (2) how the leader
interacts with others; (3) the leaders’ personal quali-
ties; and (4) the situation in which the leader is asked
to lead. Given their managerial controllability, this
research focuses on the first two sources of leader
effectiveness: (1) the NPD team leader’s power and
influence (as reflected by position in the organization);
and (2) interactions with the members of the NPD
team, as reflected by his or her management style
BIOGRAPHICAL SKETCHES
Dr. Shikhar Sarin is the Kirk and Marsha Smith Professor of
Mar-
keting at Boise State University. His research and teaching
interests
include marketing strategy, new product development,
marketing of
high-tech products, and electronic commerce. He has published
in
the Journal of Marketing, Decision Sciences, Journal of the
Academy
of Marketing Science, Journal of Product Innovation
78. Management,
Industrial Marketing Management, Journal of Marketing Theory
and
Practice, and Engineering Economist.
Dr. Gina Colarelli O’Connor is associate professor of marketing
at
Rensselaer Polytechnic Institute’s Lally School of Management
and
Technology. She previously worked for McDonnell Douglas
Cor-
poration and Monsanto Chemical Company. Her teaching and
re-
search efforts focus on how large established firms link
advanced
technology development to market opportunities, how they
create
new markets, and how they develop sustainable capabilities for
breakthrough innovation. Dr. O’Connor has published more than
30 articles in refereed journals and is coauthor of the book
Radical
Innovation, How Mature Firms Can Outsmart Upstarts (Harvard
Business School Press, 2000) and Grabbing Lightning: Building
a
79. Capability for Breakthrough Innovation (Jossey-Bass, 2008).
TEAM LEADER CHARACTERISTICS AND INTERNAL
DYNAMICS J PROD INNOV MANAG
2009;26:188–205
189
(Muczyk and Reimann, 1987; Sarin and McDermott,
2003). The path-goal theory of leadership (e.g., Evans,
1970; House, 1971) is used to help explain the
dynamics of these effectiveness dimensions.
The basic premise of the path-goal theory of lead-
ership is that a primary function of the leader involves
clarifying and outlining the kinds of paths and be-
haviors that will lead to goal attainment and valued
rewards (Griffin, 1979). Four distinct characteristics
or behaviors of the team leader related to his or her
management style can be identified based on this
framework (Antonioni, 1996; Burke et al., 2006;
Evans, 1970; House, 1971; Griffin, 1979; Yukl, 1994):
80. 1. Participative leadership or participation: Participa-
tion is the degree to which the team leader invites
members’ involvement in the decision-making pro-
cess. Participative leaders consult with the mem-
bers of their teams, solicit their input, and take
these suggestions into account when making deci-
sions. Participation represents the way the leader
behaves toward others as well as his influence over
the team members.
2. Supportive leadership or consideration: Consider-
ation is the degree to which the team leader is
friendly and approachable and demonstrates inter-
est in the well-being of the team members. It indi-
cates his or her respect for others and conveys cues
about his or her own personal qualities. By treating
others with respect considerate team leaders create
a pleasant work environment.
3. Achievement-oriented leadership or initiation of goal
81. structure: Goal structuring is the degree to which
the team leader conveys to the members what out-
come or objective is expected of them. By goal
structuring team leaders set challenging goals for
the team members, expecting them to assume re-
sponsibility and perform to their highest level.
Through the use of such behavior team leaders
show confidence that the members of the team will
put forth the level of effort necessary to attain the
goals set for them.
4. Directive leadership or initiation of process struc-
ture: Process structuring is the degree to which the
team leader organizes and directs the activities of
team members. Process structuring by team leaders
gives specific guidance to the team members re-
garding what needs to be done and how it should
be done. The team leader schedules the work to be
done, lays out the rules and regulations to be fol-
82. lowed, and maintains standards of performance.
Finally, an additional source of team leaders’ effec-
tiveness identified by Yukl (1994) is considered: the
level of power/influence possessed by the leader:
5. Team leader’s position: The team leader’s position
is a measure of the formal as well as informal
power and influence enjoyed by the team leader
within the organization. Team leaders in high po-
sition enjoy a high stature in the organization and
are well respected for their management or techni-
cal skills. Such leaders tend to be politically savvy
and well networked within the organization. As a
result they are able to acquire needed resources, to
promote the team’s project within the organiza-
tion, and to shield the team from unwanted inter-
ference and pressures when needed.
Following Sarin and McDermott (2003), these five
team leader characteristics were considered because
83. they are not only managerially controllable but also
are strongly supported by established theoretical
frameworks (Evans, 1970; House, 1971; Yukl, 1994).
Internal Dynamics of NPD Teams
Healthy internal dynamics are essential for effective
cross-functional NPD teams and, consequently, for
the successful development of new products (e.g.,
Burke et al., 2006). Specifically, the conflict resolu-
tion behaviors (e.g., Pinto, Pinto, and Prescott, 1993;
Song, Xie, and Dyer, 2000), collaboration (e.g., Jassa-
walla and Sashittal, 1998; Pinto et al., 1993), and com-
munication behaviors (e.g., Ancona and Caldwell,
1992b; Griffin and Hauser, 1992) of cross-functional
NPD teams have been shown to have a tremendous
impact on their performance. However, the misman-
agement of these internal dynamics is among the most
often cited barriers to effective NPD team functioning
(Henke et al., 1993). In the present study three types
84. of internal team dynamics is considered: (1) conflict
resolution strategies; (2) collaboration; and (3) com-
munication behaviors.
Conflict resolution strategies. Individuals from
different functional backgrounds develop different
thought worlds and perspectives (Dougherty, 1992;
Maltz and Kohli, 1996; Sarin and McDermott, 2003).
Besides developing different worldviews, differences
can also result from variety in procedures or termi-
nology followed by each functional area, differences in
information processing techniques used, or differences
190 J PROD INNOV MANAG
2009;26:188–205
S. SARIN AND G. C. O’CONNOR
in task/role ambiguity tolerated (Kolb and Rubin,
1990). These differences may create conflict, which is
inherent in all cross-functional teams (Parker, 1994;
85. Sarin and Mahajan, 2001). It is not the existence of
conflict, per se, but rather the mechanisms used to
resolve it that is of interest in terms of the effective
functioning of NPD teams (Amason, 1996; Pinto
et al., 1993).
Research on conflict management (e.g., Blake and
Mouton, 1964; Song et al., 2000; Thomas, 1977) iden-
tifies different mechanisms for resolving conflicts:
� Confronting: open discussion of the disagreement.
� Compromising: mutual bargaining amongst the
disagreeing parties; smoothing, meaning building
on the areas of agreement.
� Forcing: the coercive imposition of a solution by
an individual or a group on others.
� Withdrawal: refusal to deal with the conflict.
Cross-functional NPD teams may exhibit all of
these forms of conflict resolution to varying de-
grees.
Amason (1996) suggests that depending on how it is
resolved, conflict can either be functional (productive)
86. or dysfunctional (disruptive). Dysfunctional forms of
conflict resolution such as forcing or withdrawal com-
pel one disagreeing party to concede, either involun-
tarily or under duress, to eliminate further conflict.
Such a win–lose situation is ineffective and can de-
crease team morale, productivity, and satisfaction
(Muczyk and Reimann, 1987; Thomas, 1977). The
preferred or more functional mechanisms for resolv-
ing conflict include confronting, compromising, and
smoothing. These may enhance team operations by
bringing together the ideas of all parties and may aid
in reaching a solution that satisfies or benefits all par-
ties involved in the conflict (Kolb and Rubin, 1990;
Song et al., 2000; Thamhain and Nurick, 1994).
Collaboration. Collaboration is defined as the de-
gree to which the members of the NPD team work
together to accomplish specific tasks (Jassawalla and
Sashittal, 1998; Pinto et al., 1993). Collaboration is
87. indicative of effective team dynamics and an anteced-
ent to improved team performance (Ancona and
Caldwell, 1992a; Pinto et al., 1993). Although some
researchers (e.g., Thomas, 1977) consider collabora-
tion as yet another form of functional conflict reso-
lution strategy, others (e.g., Jassawalla and Sashittal,
1998; Pinto et al., 1993) suggest that it as a much
broader construct indicative of general integrative and
supportive interpersonal cooperation among team
members. Though some overlap is expected with func-
tional conflict resolution strategies, collaboration is
considered to be a distinct but related component of
the internal dynamics of NPD teams.
Communication. Poor communication among
team members has long been considered a detriment
to effective operation (Wilemon and Thamhain, 1983;
Henke et al., 1993), whereas effective communication
among team members has been linked to greater NPD
88. productivity and performance (Ancona and Caldwell,
1992b; Griffin and Hauser, 1992). Much of the focus
in the extant literature has been on the frequency of
communication between team members, with the gen-
eral consensus being that higher communication
frequency is positively associated with NPD perfor-
mance (e.g., Ancona and Caldwell, 1992b; Gladstein,
1984). Maltz (2000), however, notes that there is an
inherent and erroneous assumption in the NPD liter-
ature that all types of cross-functional communication
are equally important or that increased communica-
tion frequency equals good information quality.
Meanwhile, the focus on communication frequency
has resulted in other important dimensions of com-
munication remaining underexplored (Maltz, 2000;
Van de Ven and Ferry, 1980).
Although important, frequency is not the only rel-
evant aspect of NPD team communication that needs
89. to be considered. Team communication is a broad
concept that encompasses additional attributes. For
example, communication quality has been suggested
as a critical element in improving communication
(Bauer and Green, 1996), especially across different
functional areas (Maltz, 2000). Communication qual-
ity can be measured in terms of its accuracy, clarity,
detail, relevance, and timeliness (Van de Ven and
Ferry, 1980).
Similarly, information exchanges take place not
only through formally designated channels (e.g.,
meetings, memos, letters) but also through informal
mechanisms (e.g., impromptu meeting, hall talk)
(Maltz and Kohli, 1996; Van de Ven and Ferry,
1980). Maltz and Kohli (1996) suggest that although
informal communication may be more timely, formal
communication tends to be more accurate and detail
oriented. Therefore, in instances where speed and in-
90. novation are important, more informal channels of
communication may be desirable, whereas in other
cases where adherence to budget and schedule and
product quality are important, more formal channels
TEAM LEADER CHARACTERISTICS AND INTERNAL
DYNAMICS J PROD INNOV MANAG
2009;26:188–205
191
of communication might be preferable. As such, com-
munication formality may be regarded as another
appropriate indicator of team interaction and com-
munication (Kezsbom, 2000).
What is needed in the literature is an examination
of a broad set of leader characteristics on a compre-
hensive array of conflict resolution behaviors, collab-
oration, and communication behaviors of NPD teams
to gain insights that can translate to actionable pre-
scriptions for NPD managers. Particularly, the simul-
91. taneous consideration of a variety of internal dynamics
can help understand how the characteristics of the
NPD team leaders differentially affect various aspects
of internal team dynamics.
Conceptual Framework
The conceptual framework proposed in this study
is shown in Figure 1. The following section discusses
the effects of specific team leader characteristics
on the internal dynamics of cross-functional NPD
teams.
The Effect of Team Leader Participation and
Consideration on Internal Team Dynamics
Participation and consideration are perhaps the most
visible indicators of a team leader’s management style.
Participative team leaders consult their team mem-
bers, solicit their input, and involve them in the deci-
sion-making process (Antonioni, 1996; Burke et al.,
2006; Evans, 1970; House, 1971; Griffin, 1979; Yukl,
92. 1994). Thomas (1977) suggests that the key to resolv-
ing conflicts in a group is to understand the underly-
ing power structure within the group. A participative
team leader creates an environment in which power is
dispersed more evenly among the team members.
Such power equity limits the ability of individuals or
subgroups to unduly dominate the conflict resolution
process in the team at the expense of others, thereby
creating a more open and productive approach to
resolving conflicts as they occur (Burke et al., 2006;
Norrgren and Schaller, 1999). Participation sets the
tone in which the leader exerts his or her influence
over the team and has been shown to be positively
related to learning within NPD teams (Sarin and
McDermott, 2003). Thus participative leadership in
NPD teams should therefore be positively related to
the use of functional conflict resolution strategies and
negatively related to the use of dysfunctional conflict
93. resolution strategies within the team.
Studies of high-involvement leadership suggest that
when leaders delegate decision-making authority,
team members become more actively engaged in dis-
cussions and communication among them improves
(Kidd and Christy, 1961; Wilemon and Thamhain,
1983). In contrast, low-involvement or autocratic
leaders discourage team members from actively
communicating and participating in team activities
(Bolman and Deal, 1993; Stewart and Manz, 1995).
When a team leader actively engages team mem-
bers in the decision-making process, members have an
opportunity to make a contribution to how a new prod-
uct development project should proceed (McDonough,
2000). As they seek to make their contributions in a
well-informed manner, the relevance and reliability of
the information exchanged increases (Kidd and
Christy, 1961; Peterson, 1997), increasing the com-
94. munication and cooperation within the team (Maltz,
2000). Participation by the team leader sets a more
inclusive work environment, which encourages team
members to interact with each other using informal
rather than formal channels of communication.
Therefore participative behavior by team leaders is
likely to be related to greater frequency and quality of
communication within NPD teams and greater team
collaboration. Greater participation is also likely to
be associated with the use of less formal channels of
communication.
Considerate team leaders demonstrate concern and
interest for the well-being of their team members.
They are friendly and approachable and treat others
with respect. In so doing, they not only convey cues
about their own personal qualities but also create a
pleasant work environment in general (Antonioni,
1996; Burke et al., 2006; Evans, 1970; House, 1971;
95. Conflict Resolution Behavior
• Confronting
• Compromising
• Smoothing
• Forcing
• Withdrawal
Collaboration
Communication Behavior
• Frequency
• Formality
• Quality
Participation
Consideration
Initiation of Goal
Structure
Initiation of Process
Structure
Team Leader Position
Figure 1. Conceptual Framework of the Effect of Team Leader
Characteristics on the Internal Dynamics of NPD Teams
192 J PROD INNOV MANAG
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S. SARIN AND G. C. O’CONNOR