The effects of transformational leadership behaviors on follower outcomes : an identity-based analysis

The aim of this study was to explore two of the mechanisms by which transformational leaders have a positive influence on followers. It examined the mediating role of follower’s leader and group identification on the associations among different transformational leader behaviours and follower job satisfaction and supervisor-rated job performance. One hundred and seventy-nine healthcare employees and 44 supervisors participated in the study. The results from multilevel structural equation modelling provided results that partially supported the predicted model. Identification with the leader significantly mediated the positive associations between supportive leadership, intellectual stimulation, personal recognition, in the prediction of job satisfaction and job performance. Leader identification also mediated the relationship between supportive leadership, intellectual stimulation, personal recognition, and group identification. However, group identification did not mediate the associations between vision leadership and inspirational communication, in the prediction of job satisfaction and job performance. The results highlight the role of individualized forms of leadership and leader identification in enhancing follower outcomes.

On paternalistic leadership fit: exploring cross-cultural endorsement, leader-follower fit, and the boundary role of organizational culture

Although cross-cultural leadership research has thrived in international business literature, little attention has been devoted to understanding the effectiveness of non-western theories beyond their original contexts. The purpose of this study is to examine the cross-cultural endorsement of paternalistic leadership, an emerging non-western leadership theory, using data from GLOBE project. Using multigroup confirmatory factor analyses we found measurement equivalence of a scale derived from GLOBE’s data, which enabled us to compare the endorsement of paternalistic leadership dimensions across 10 cultural clusters and 55 societies. Our study revealed that there are significant differences in the importance societies give to each dimension, suggesting that paternalism as leadership style is not universally nor homogeneously endorsed. Furthermore, results suggest that different patterns of endorsement of each of these dimensions give rise to idiosyncratic shades of paternalistic leadership across societies. Implications for theory and future research on international business are discussed.

Cognitive asymmetry in employee emotional reactions to leadership behaviors

This article is predicated on the idea that leaders shape workplace affective events. Based on Affective Events Theory (AET), I argue that leaders are sources of employee positive and negative emotions at work. Certain leader behaviors displayed during interactions with their employees are the sources of these affective events. The second theoretical underpinning of the article is the Asymmetry Effect of emotion. Consistent with this theory, employees are more likely to recall negative incidents than positive incidents. In a qualitative study, evidence that these processes exist in the workplace was found. Leader behaviors were sources of positive or negative emotional responses in employees; employees recalled more negative incidents than positive incidents, and they recalled them more intensely and in more detail than positive incidents. Consequently, leaders may need to exercise their emotional intelligence to generate emotional uplifts to overcome the hassles in the workplace that employees seem to remember so vividly. (c) 2006 Elsevier Inc. All rights reserved.

Hatékony leadership magatartások szlovák szervezeti környezetben (Effective leadership behaviors in Slovak organizational environment – Introduction to the Slovak implict leadership theories –Results of the GLOBE research)

Az itt bemutatott kutatás célja az volt, hogy azonosítsa és feltárja a szlovák vállalati környezetben követett és kívánatosnak tartott leadership dimenziókat és bemutassa azokat az implicit leadership elmélet alapján meghatározott magatartásokat, amelyek a sikeres leadershipet támogató magatartásokként jelennek meg (az implicit leadership elmélet szerint az egyének magatartásokhoz kapcsolódó hiedelmeik, meggyőződéseik és értékítéleteik alapján határozzák meg, kit tekintenek vezetőnek, illetve hogyan különböztetik meg a hatékony vezetést a nem hatékonytól). Ehhez a GLOBE (Global Leadership and Organization Behavior Effectiveness) kutatását használta fel a szerző empirikus alapként. A faktorelemzéssel előállított kutatási eredmények azt bizonyítják, hogy definiálhatók a nemzetközi mintán elkülöníthető implicit leadership elméletektől jól megkülönböztethető szlovák implicit leadership elméletek. Statisztikai próbáinak eredményei azt mutatják, hogy léteznek olyan leadership faktorok, melyek a szlovák és a magyar vállalati környezetben is megjelennek, illetve feltárhatók olyan implicit leadership elméletek, melyek megítélése ebben a régióban egységesnek tekinthető. _____ The aim of this research is to identify and explore the committed and desirable leadership dimensions in the Slovak organizational environment. This article presents those on the basis of implicit leadership theories identified behaviors which appear as successful leadership supported behaviors. To it the GLOBE (Global Leadership and Organization Behavior Effectiveness) research is used as the empirical basis by the author. Research results which were produced by factor analysis demonstrate that the Slovak implicit leadership theories can be identified because those can be clearly distinguished from implicit leadership theories available in the international sample.

A study of leadership behaviors for Breaking Ranks leaders in public secondary schools

This research will investigate what it will take to develop principals who will embrace the recommendations of reform as proposed by National Association of Secondary School Principals (NASSP, 1996) in the Breaking Ranks document. Breaking Ranks is based on the belief that it is within the dynamics of the school culture that principals must gain insight into strategies for improving the schools for which they are held responsible. Given this context, it is important to examine perspectives that are held by principals who lead schools that embrace the concepts of reform as proposed by NASSP, thereby, could be deemed “Breaking Ranks” schools. It is within these schools that the new role of the principal develops. NASSP has identified seven key recommendations for leadership development; “attributes that need nourishing” (p. 12) for the success of school reform. The seven recommendations are included in Breaking Ranks. ^ The purpose of this study is to identify and describe how principals put the seven recommendations into practice as they function in their schools. In addition, this study will gather information on the characteristics, support, skills, and training these principals identify as critical aspects and components of their success. This is a study of principal leadership at four high school sites where “Breaking Ranks” principals have been identified. ^ This research plan will be designed to utilize an inquiry-based process with a panel of experts and four “Breaking Ranks” principals. This study will describe: (1) how a panel of experts identify what they believe needs to be done in order to put the recommendations of the Breaking Ranks document into practice and their identification of principals who are breaking ranks; (2) how identified principals say they have been able to put the recommendations of the Breaking Ranks document into practice; (3) How both groups identify and describe: (a) the characteristics and behaviors of a “Breaking Ranks” principal; (b) the new leadership skills as described by the seven recommendations identified in the Breaking Ranks document; (c) the support necessary in order to meet the recommendations in the Breaking Ranks document; and (d) The training needed in order to become “Breaking Ranks” principals; and (4) how the process of creating “Breaking Ranks” principals can be described by experts who have studied it theoretically and principals who have demonstrated it in their schools. ^

The examination of the relationships among secondary principals' leadership behaviors, school climate, and student achievement in an urban context

School principals' leadership is key to successful school reform, as is increased student achievement. This nonexperimental ex post facto study tested relationships among secondary school principals' leadership behaviors, school climate, and student achievement. Of 165 secondary school principals from the three largest school districts in South Florida, 58 completed three online survey instruments: the Leadership Practices Inventory, School Climate Inventory-Revised, and researcher-designed Demographic Questionnaire. Student achievement was measured by students' scores on the reading and mathematics Florida Comprehensive Assessment Tests. Three null hypotheses tested relationships among (a) five principals' leadership behaviors and seven domains of school climate; (b) principals' leadership behaviors and student achievement; and (c) principals' leadership behaviors, school climate, and student achievement. Multiple linear regressions were used to determine the degree to which the independent variables predicted the dependent variables for the first two hypotheses. ANOVAs tested possible group differences between the demographic and research variables as controls for the third hypothesis. Partial correlational analyses tested the strength and direction of relationships among leadership behaviors, climate, and achievement. Results revealed partial support of the hypotheses. None of the leadership variables significantly predicted school climate. No significant relationships were found among the five leadership behaviors and student achievement. Demographic group differences in school climate and student achievement were marginally significant. The leadership behaviors of Inspiring a Shared Vision and Enabling Others to Act were positively linked to reading achievement. Partial correlations were found (r .27 to −.35) among school climate variables of Order, Involvement, and Expectation and achievement variables. The Modeling the Way leadership variable was negatively associated with reading achievement. After controlling for gender, years at current school, and years in the district, partial positive correlations were found among leadership, school climate, and student achievement. Inspiring a Shared Vision, Enabling Others to Act, Encouraging the Heart, and Challenging the Process leadership variables were partially correlated to Order, Leadership (Instructional), and Expectation climate variables. Study results should provide policymakers and educators with a leadership profile for school leaders challenging the status quo who can create schools for enhanced student learning and relevance to the needs of students, families, and society.

Empowerment and intentions to resist future change: the moderating effect organization-based self-esteem

Nowadays, organizations face a constant need for adaptability, increasing the importance of change management. Our study focuses of how empowering leadership influences intentions to resist future changes, mediated by the effects of psychological and structural empowerment. From the responses of the two questionnaires (N1=230; Ntf=113), we found that empowering leadership fosters psychological and structural empowerment. Structural empowerment was the main driver in reducing intentions to resist future change when an employee has high organization-based self-esteem. Our findings add to the literature by examining how we can anticipate and manage change under an empowering context, building on social exchange and uncertainty reduction theories

Ambidextrous leadership and employees' self-reported innovative performance: The role of exploration and exploitation behaviors

The ambidexterity theory of leadership for innovation proposes that leaders' opening and closing behaviors positively predict employees' exploration and exploitation behaviors, respectively. The interaction of exploration and exploitation behaviors, in turn, is assumed to influence employee innovative performance, such that innovative performance is highest when both exploration and exploitation behaviors are high. The goal of this study was to provide the first empirical test of these hypotheses at the individual employee level. Results based on self-report data provided by 388 employees were consistent with ambidexterity theory, even after controlling for employee reports of their leaders' transformational and transactional leadership behaviors as well as employees' openness to experience, conscientiousness, and positive affect. The findings extend previous research on ambidexterity at the team and organizational levels and suggest a possible way for leaders to enhance employee self-reported innovative performance.

Ambidextrous leadership and team innovation

Purpose The purpose of this paper is to report the first empirical test of the recently proposed ambidexterity theory of leadership for innovation (Rosing et al., 2011). This theory proposes that the interaction between two complementary leadership behaviors – opening and closing – predicts team innovation, such that team innovation is highest when both opening and closing leadership behaviors are high. Design/methodology/approach Multi-source survey data came from 33 team leaders of architectural and interior design firms and 90 of their employees. Findings Results supported the interaction hypothesis, even after controlling for leaders’ transformational leadership behavior and general team success. Research limitations/implications The relatively small sample size and the cross-sectional design are potential limitations of the study. The findings provide initial support for the central hypothesis of the ambidexterity theory of leadership for innovation. Practical implications The results suggest that organizations could train team leaders’ ambidextrous leadership behaviors to increase team innovation. Social implications Identifying ways to facilitate organizational innovation is important, as it contributes to employment and company growth as well as individual and societal well-being. Originality/value This multi-source study contributes to the literatures on leadership and innovation in organizations by showing that ambidextrous leadership behaviors predict team innovation above and beyond transformational leadership behavior.

Age and leadership: The moderating role of legacy beliefs

Age and age-related motivations have been neglected in leadership research. This study examined the moderating influence of legacy beliefs on the relationships between age and transformational, transactional, and passive-avoidant leadership behaviors. Legacy beliefs involve individuals' convictions about whether they and their actions will be remembered, have an enduring influence, and leave something behind after death. It was expected that at higher ages, low legacy beliefs impede transformational and transactional leadership behaviors and boost passive-avoidant leadership behaviors. One hundred and six university professors, between 30 and 70 years old, provided ratings of their legacy beliefs; each professor's leadership behaviors were evaluated by one of his or her employees. Results confirmed the assumptions for overall transformational leadership and its charisma subdimension as well as for overall transactional leadership and its active management-by-exception subdimension but not for passive-avoidant leadership.

Leadership and creativity in higher education

Leadership and creativity have received increasing attention from researchers in the field of higher education; however, empirical studies investigating these topics simultaneously are rare. In this study, the authors examined relationships between PhD students' perceptions of their advising professors' passive-avoidant, transactional, and transformational leadership behaviors and professors' ratings of their students' work-related creativity. Data were provided by 71 dyads of professors and PhD students. Consistent with expectations based on the leadership literature on followers' identification with their leaders, results showed that students' perceptions of professors' transformational leadership positively predicted professors' ratings of their students' creativity above and beyond students' perceptions of professors' passive-avoidant and transactional leadership. Contrary to expectations, students' perceptions of professors' passive-avoidant and transactional leadership did not significantly predict professors' ratings of students' creativity. Implications for future research on leadership and creativity as well as tentative practical applications of the findings in higher education settings are discussed.

El trabajo en equipo en el Proceso Administrativo y de Compras en OPL Carga de Bucaramanga

El proceso administrativo y de compras de OPL Carga tiene algunas falencias entre ellas: fallas en la Comunicación entre el personal operativo, no se realizan llamadas internas usando con frecuencia el email, produciendo la saturación de solicitudes las cuales terminan sin ser resueltas en cuanto a roles se refiere, no hay enfoque de procesos en vista que no se tiene claras las tareas de cada cargo, adicionalmente no hay claridad en los subprocesos, perjudicando el proceso con el aumento de costos, pérdida de tiempo, las responsabilidades de los funcionario no todas las veces se ejecutan en el tiempo asignado, el liderazgo compartido presenta ambigüedades. Objetivos: Definir el trabajo en equipo en el proceso administrativo y de compras en OPL carga de Bucaramanga. La investigación que a realizar es de tipo descriptivo, busca descubrir las falencias o características que permiten diseñar y desarrollar un modelo de solución para los problemas del equipo de OPL Carga S.A.S. Materiales y métodos: La investigación efectuada es de tipo descriptivo, el objetivo es definir el modelo del trabajo en equipo y describir las falencias en el proceso administrativo y de compras en OPL carga de Bucaramanga, que permitan obtener un diagnóstico integral que conlleve a la implementación de estrategias de solución. Resultados: Se identificaron las falencias en los siguientes aspectos: Variable comunicación, rendimiento, destrezas complementarias, propósito significativo y meta específicas de los funcionarios en OPL carga sección administrativa. Conclusiones: El modelo de trabajo en equipo que OPL aplica es jerárquico, en el que se ofrece estabilidad, seguridad, se toman decisiones en forma piramidal, mediante la planeación de tareas, la colaboración, igualdad y respeto por los miembros, trabajando en pro de la solución de problemas. Se construyó un plano conceptual que permitió exponer la interpretación que la estudiante tiene de las teorías, investigaciones y antecedentes válidos para la comprensión del problema investigado. Área comunicacional: Coordinar acciones tendientes para que los funcionarios respondan a tiempo los emails atenientes a su trabajo. Área condiciones de trabajo: Clarificar y diseñar las reglas de comportamiento al interior de los equipos de trabajo que redunden en el mejoramiento del mismo y la búsqueda de soluciones oportunas. Área metas específicas: Procurar mediante auditorías el cumplimiento de las metas y objetivos propuestos por cada equipo de trabajo.

When the Romance is Over: Follower Perspectives of Aversive Leadership

While leadership is indisputably one of the most pervasive topics in our society, the vast majority of existing research has focused on leadership as a positive force. Taking a follower- centric approach to the study of leadership, we integrate research on the Romance of Leadership and the dark side of leadership by examining followers’ perceptions of aversive leadership in the context of public high schools. Although Meindl, Ehrlich, and Dukerich (1985) demonstrated that the Romance of Leadership also includes the overattribution of negative outcomes to leaders, subsequent research has failed to explore the implications of this potentially darker side of romanticizing leaders. Specifically, we examine perceptions of principals’ aversive leadership and traditional affective, behavioral, and performance outcomes of followers in a sample of 342 dyads. Followers assessed their principals’ leadership behaviors and self-rated their levels of job satisfaction, self-efficacy, and resistance, while principals assessed their followers’ citizenship behaviors, complaining behaviors, and job performance. Results show that perceptions of aversive leadership are positively related to follower resistance and negatively related to followers’ job satisfaction. In addition, a usefulness analysis revealed that follower-rated variables were significantly related to perceptions of aversive leadership above and beyond leader-rated variables, suggesting that the relationship between negative outcomes and aversive leadership may be more constructed than real. In sum, the tendency to romanticize leadership may also lead to a proclivity to readily misattribute or overattribute blame to leadership as a convenient scapegoat for negative outcomes. Alors que le leadership est incontestablement l’un des thèmes les plus envahissants de notre société, la grande majorité des recherches existantes a porté sur le leadership en tant que force positive. En adoptant une approche centrée sur le suiveur dans l’étude du leadership, nous examinant la perception qu’ont les collaborateurs du leadership insupportable dans le contexte des lycées publics. Quoique Meindl, Ehrlich, et Dukerich (1985) aient montré que la Romance du Leadership inclut aussi la surattribution de résultats négatifs aux leaders, les recherches ultérieures ont méconnu les implications de cet aspect potentiellement plus sombre des leaders idylliques. Nous analysons en particulier sur un échantillon de 342 dyades la perception du leadership répulsif du proviseur et les résultats habituels des collaborateurs en rapport avec l’affectivité, le comportement et les performances. Les collaborateurs ont noté les comportements de leadership de leur proviseur et auto-évalué leur niveau de satisfaction au travail, d’efficience et de résistance, alors que les proviseurs appréciaient les conduites de citoyenneté et de revendication, ainsi que la performance professionnelle. Les résultats montrent que la perception du leadership répulsif est Positivement reliée à la résistance du suiveur et négativement à sa satisfaction professionnelle. En outre, une analyse des plus fructueuses a révélé que les variables évaluées par les collaborateurs étaient significativement en relation avec la perception du leadership répulsif, bien plus qu’avec les variables évaluées par les leaders, ce qui indique que la relation entre les résultats médiocres et le leadership négatif serait plus construite que réelle. Au total, le penchant à l’idéalisation du leadership peut aussi bien conduire à une propension à trop facilement condamner à tort et à travers le leadership qu’à la désignation d’un bouc émissaire tout trouvé pour expliquer de mauvais résultats.

The relationship between leadership practices and a medication safety regime

Errors in healthcare are commonplace and have significant impact on mortality, morbidity, and costs. Other high-risk industries are credited with strong safety records. These successes are due in part to a strong, committed organizational culture and their leadership. A consistent pattern of effective leadership behaviors; creating change, establishing a vision and strategic actions, and enabling and inspiring the organization's members to act, is present in these high-risk industries. This research examined the relationship between leadership practices and a medication safety regime. The hypothesis is strong leadership practices have a positive relationship with the degree of sophistication of a medication safety program (safety performance). Leadership was used as a surrogate for organizational culture and was measured in this research through the Kouzes and Posner's Leadership Practices Inventory. The Institute of Medicine's 14 Selected Strategies to Improve Medication Safety was used to measure the development of a medication safety regime. Leadership practices towards safety were assessed by surveying 2,478 critical care Registered Nurses in the greater Houston area. A response rate of 19% was achieved. Thirteen hospitals participated in the medication safety regime assessment. Data from 386 RN respondents from 53 institutions provided an overall description of unit (ICU) and organization (hospital) leader's practices towards safety. There is some recognition of the medical error problem and that leaders exhibit moderate levels of leadership practices to promote safety. There were no differences noted in unit and hospital leaders' behaviors, with the exception that unit leaders promote change and enable staff to act more often than hospital leaders. There were no statistically significant relationships between overall leadership, or individual leadership practices and the organization's safety performance. There was a significant relationship between leadership and safety performance when other factors in organizational culture were considered. Teaching and Magnet hospitals also exhibited stronger behaviors towards safety. Organizational culture, as measured by academic affiliation and Magnet recognition, is strongly related to safety performance as measured by the degree of development of a medication safety regime. ^