Auswahl der wissenschaftlichen Literatur zum Thema „Business Administration, General|Education, Leadership|Sociology, Organization Theory“

A general framework of salient variables is put forward in this paper to be used in the analysis and explanation of the organizational phenomena around technical change, particularly the introduction of 'new technology'. Such variables are grouped into output, workflow, organization structure, skills and knowledge, and societal and business context factors. Their interrelationships are discussed on the basis of the organization research tradition and more recent findings. Hypotheses are derived which may be used to explain further findings, establish a better link between organizational theory and research on recent technical change, and benefit from synergy between organization, industrial sociology and business administration research.

Subject area The subject areas are organizational management, organizational behaviour and human resource management. Study level/applicability The study is applicable for courses in human resource management and organizational behaviour as part of masters-level programmes in business administration and management, executive development programmes on organization design and development for middle/senior management. Case overview In 2003, Elizabeth and Sunil Mehta had founded a voluntary organization, “Muktangan”, focussed on child-centric education through innovative pedagogy for the community of the urban poor. Elizabeth, an educationist, and Sunil, a highly successful business person, joined hands to contribute to the well-being of urban poor to make a difference to their lives. Elizabeth and Sunil presented a proposal to impart education for “the children of the community, by the teachers drawn from the community” to the residents of the slums in central Mumbai. With a humble beginning of running a small pre-school, Muktangan now manages seven schools with 3,400 children and 500 teachers, and a teachers’ training centre with a capacity to train 100 teachers a year. Muktangan won acclaim for its unique pedagogy and a very effective child-to-teacher ratio. Over the years, Elizabeth and Sunil led Muktangan with a strong passion and a “hands-on” approach. Of late, Elizabeth and Sunil faced questions from their donors about the sustainability of Muktangan with respect to leadership and management succession. Elizabeth and Sunil had a vision for Muktangan for self-directed growth with an empowered team. Muktangan embarked on the journey to create a leadership for self-directed growth. Sunil, Elizabeth and team Muktangan conceptualized and implemented a change management intervention with help from an external consultant to build the desired organization. Expected learning outcomes Outcomes are understanding issues involved in the leadership, organization design and management of change, particularly of those organizations engaged in social change and development in developing societies. Supplementary materials The Muktangan Story: Part A – An Organizational Study; The Muktangan Story Part B – Winds of Change; Teaching Note; References: Bradach J. (1996), Organizational Alignment: The 7-S Model, Harvard Business School Publishing, Boston, MA 02,163. Cooperrider D. and Whitney D. (2005), “A Positive Revolution in Change: Appreciative Inquiry”, In The Change Handbook. The Definitive Resource on Today’s Best Methods for Engaging.Whole Systems, by Peggy Holman, Tom Devane, and Steven Cady. Berrett-Koehler Publishers. Cooperrider D., Whitney D., and Stavros J.M. (2008), Appreciative Inquiry Handbook for Leaders of Change (Second Edition), Berrett-Koehler Publishers. Greiner, L.E. (1998), “Evolution and Revolution as Organizations Grow”, Harvard Business Review, May-June, 3-11. www.muktanganedu.org/ accessed 12 April, 2018. Kessler, E. H., (2013) (ed.), Encyclopaedia of Management Theory, Sage Publications Kotter, J. P. (1996), Leading Change, Harvard Business School Press, Boston. Lewin K. (1951), Field Theory in social science, Harper & Row, New York. Waterman, R. H., Peters, T. J., and Phillips, J. R. (1980), Structure is not organization. Business Horizons, 23(3), 14-26. Subject code: CSS 6: Human Resource Management.

A regional University in the United States implemented an AQIP (Academic Quality Improvement Program) Action Project with a goal of developing processes for effective leadership communication. An MBA (Masters of Business Administration) class conducted a university-wide communication audit to assist with the AQIP project. Quantitative and qualitative data were collected, analysed and presented to the AQIP Task Force. The audit was a win-win opportunity for the students and broader university community. University leadership learned about communication strengths and opportunities within the organization and received recommendations on ways to strengthen communication in the areas of communication channels, information flow, and feedback. As a result, the Task Force implemented tools and processes to enhance communication within the University. The audit also provided MBA students with an opportunity to connect classroom theory with workplace practice. As a result of this service-learning project, students acquired knowledge about organizational communication, worked collaboratively with University employees and practiced communication skills as they developed and defended decisions and recommendations.

Introduction. Crisis phenomena are an integral part of the development of any system in the world. Today; almost all countries suffer from crises; as it goes beyond the organizational activities and impacts the whole society. Crisis approaches are required to be implemented to administration at all levels. High competence of managers in such conditions; on the one hand; influences the development of individual crisis processes; and on the other - requires high quality management. Crisis management is able to prevent or mitigate crisis situations in production and economic activities; as well as to maintain the operation of the enterprise in the mode of survival during the unfavourable period and overcome it with minimal losses. The effectiveness of anti-crisis activities in the organization depends on the validity; completeness and timeliness of needed measures. Leadership is inherent in any field of human activity; but business environment is one of the spheres where role of leader is crucial. The efficiency of the enterprise is largely determined by the level of general development and competence of its top-management. Methods. The methodological basis of the study is a set of fundamental provisions of crisis theory; organizational theory; as well as modern concepts of crisis management and leadership. The solution of the set tasks was carried out by using a set of general scientific research methods: analysis of scientific literature; method of analogy and comparison; theoretical synthesis; classification; methodological generalization; economic and statistical analysis; expert assessments and scientific abstraction. The purpose of research is to analyze the economy of Ukraine in the context of the coronacrisis and to develop anti-crisis leadership measures for the development of domestic business. Results. The research proved that choosing correct crisis management strategy and its timely implementation can bring an organization out of the crisis and ensure its future functioning and prosperity. In research established that coronacrisis overcoming measures and its negative impact should include innovations in combination with proven methods of previous crises. The research proposes a set of measures for developing an effective crisis management strategy. The practices of management behavior models used by foreign companies in the conditions of coronacrisis are discovered and recommendations aimed at improving existing domestic models are provided. Prospects. The results of the research discover possibilities to develop leadership anti-crisis measures that will be effective in the future in conditions of uncertainty. The prospect of further research is to apply anti-crisis leadership measures for the development of domestic business in conditions of coronacrisis.

University business schools are facing intense criticism that their traditional MBA and other graduate management curriculum fail to teach change management skills, employee development skills, employee recruiting skills, team-building skills, and the importance of ethical behaviour. Due to increasing technology, competition, and workforce diversity, today's leadership decisions are more complex than they were five years ago. The need for today's middle managers, senior managers, vice presidents, COOs, and CEOs to have more advanced leadership education has become critical, but the traditional Ph.D. and even the Doctor of Business Administration (DBA) have not become a recognized and acceptable viable solution. In contrast to the traditional Ph.D. and DBA which is geared towards the engagement of theory and research, the advanced leadership knowledge involved in the Doctor of Management (DM) encompasses advanced leadership training that is practical and focused on leadership's complex impact on improving organizational culture and human resources development. While MBA programmes or the traditional business Ph.D. programmes are focused on finance, accounting, marketing, operations strategy, and quantitative research, DM goes a step further by also considering the importance of developing employees, organizational culture, and teams as a major aspect of strategy execution success. DM looks at management almost in an interdisciplinary way by blending leadership courses that touch on psychology, human resources management, communications, human relations, employee development, organizational behaviour, and traditional management science. While traditional business Ph.D. and DBA programmes focus on skill development in order to effectively manage organizational operations and organizational process, DM focuses on people because without a properly developed and appropriately constituted staff, success will only be limited. For many years, it was assumed that a doctorate degree was not applicable in the international business world. DM is a major departure of tradition by enabling executives to use a combination of pure leadership theory and applied research methods to define, implement, and evaluate the strategies necessary for organizational growth and survival in a 3-4 year programme without having to leave their full-time jobs. DM addresses the question: If the definition of management is getting work done through people, then why are traditional Ph.D. programmes so heavily focused on business and so little on employees and organizational development?

Purpose – Decades of research on different leadership styles shows that effective school leadership is the degree of influence or synergy between teachers and principals around the core business of schools, instruction. While various styles, such as transformational, instructional, shared instructional, point to the similar measures of high organizational quality, the inconsistency in how these styles are defined and relate make it unclear how principals systematically improve schools. The paper aims to discuss these issues. Design/methodology/approach – This study used the 1999-2000 schools and staffing survey, n=8,524 of US principals, since it includes a nationally representative sample of administrators who responded to a comprehensive set of leadership measures around a time of school restructuring reforms. Confirmatory factor analysis was used to identify different styles, and to measure the extent of their relationship. These factors were used to test a theory about why principals practice each of these styles to a different degree based on levels of shared instructional leadership. Findings – Based on the theoretical framework, principals should have a similar high influence over resources, safety and facilities regardless of degree of shared instructional leadership since these tasks address foundational school needs. However, principal and teacher influence over these resources differed across levels of shared instructional leadership more than principal-directed tasks of facilitating a mission, supervising instruction and building community. Originality/value – Differences in the practice of styles by shared instructional leadership did not fit changing, higher ordered needs as theorized instead seemed to vary by a hierarchy of control, the way in which principals shared influence with teachers.

In the past decade, talent management (TM) research has mainly focused on (large) organizations in a for-profit context. From this, it has been established that it is important to apply a contingency perspective since ‘organizations develop talent systems which reflect particular organizational objectives in the context of the strategic constraints which they face’ (Vaiman & Collings 2013). Furthermore, Vaiman & Collings (2013) state that future research thus should aim to connect the talent management policy of an organization to the corporate culture and business strategy. In addition, Thunissen et al. (2013a) acknowledge that the approach to talent is not only determined by the management of an organization but also by other stakeholders (e.g. employees and society). This article aims to contribute to these concerns in the literature by using the contextually based human resource theory (CBHRT) of Paauwe (2004) in a public sector context. The CBHRT tries to explain the choice for an HR policy by looking at several dimensions in the (institutional) environment of an organization and by taking into account the influence of stakeholders. Furthermore, by focusing on the Flemish government, this article meets the call to further research on TM in underexplored research areas.

Mediante un estudio descriptivo y correlacional, se analizó la relación entre la percepción de la calidad de la gestión administrativa del director y el grado de compromiso laboral de los docentes de algunos colegios privados de El Salvador, en un contexto donde cada año los docentes renuncian a sus trabajos y pasan a laborar al sector gubernamental. Se administraron dos instrumentos, uno para medir la percepción de la gestión administrativa del director y otro para medir el grado de compromiso de los docentes, a 87 docentes de los siete colegios de las regiones metropolitana y occidental de El Salvador. Se encontró que los docentes tienen un compromiso laboral muy bueno. De igual manera, la percepción que tienen los docentes de la gestión administrativa del director es muy buena. Al observarse la correlación entre ambas variables, se determinó que es positiva y alta. Se observó que cuánto mejor perciben los docentes la gestión administrativa del director mayor es el compromiso con su trabajo. El liderazgo del director es importante para el compromiso laboral de los docentes, por lo cual su selección y nombramiento deben ser realizados con cuidadoso análisis. Referencias Alam, S. (2017). A study on leadership styles executed by principal and academic coordinator in one of the private schools in Gilgit-Baltistan, Pakistan. Academic Research International, 8(3), 71-78. Calik, T., Sezgin, F., Kavgaci, H. y Kilinc, A. (2012). Examination of relationships between instructional leadership of school principal’s and self-efficacy of teacher and collective teacher efficacy. Educational Sciences: Theory & Practice, 12(4), 2469-2504. Chiang Vega, M., Núñez Partido, A., Martín, M. J. y Salazar Botello, M. (2010). Compromiso del trabajador hacia su organización y la relación con el clima organizacional: un análisis de género y edad. Panorama Socioeconómico, 28(40), 92-103. Clayton, J. K. (2014). The leadership lens: Perspectives on leadership from school district personnel and university faculty. International Journal of Educational Leadership Preparation, 9(1), 58-75. Del Valle López, J. (2016). Modelo asociativo entre factores determinantes del desempeño organizacional y la satisfacción de los públicos (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. García Rivera, B. R., Mendoza Martínez, I. A. y Puerta Sierra, L. M. (2012). ¿Es el downsizing un factor de impacto sobre los comportamientos innovadores, el compromiso organizacional y las capacidades de aprendizaje de los trabajadores de una empresa de alimentos en México? Revista Internacional Administración y Finanzas, 5(3), 57-78. González de la Rosa, J. (2016). Modelo de factores predictores de desempeño e imagen institucional validado en colegios confesionales dominicanos (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Jiang, D. Y. y Cheng, B. S. (2008). Affect- and role-based loyalty to supervisors in Chinese organizations. Asian Journal of Social Psychology, 11, 214-221. https//doi.org/10.111/ j.14-67-839X.2008.00260.x Kumar, D. N. S. y Shekhar, N. (2012). Perspectives envisaging employee loyalty: A case analysis. Journal of Management Research, 12(2), 110-112. https://doi.org/10.2139/ ssrn.1961430 Lai, T., Luen, W., Chai, L. y Ling, L. (2014). School principal leadership styles and teacher organizational commitment among performing schools. The Journal of Global Business Management, 20(2), 67-75. Mack, K. (2016). The perceptions of the leadership behaviors of elementary school principals through professional experience in Texas (Tesis doctoral). University of Phoenix, Phoenix, EE. UU. Méndez Cruz, A. (2015). Clima y compromiso organizacional percibido por los empleados del parque Eco arqueológico en México (Tesis de maestría). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Mustapha, N., Zainal Abidin, M. Z. y Saufi, S. (2013). Measuring the influence of dispositional characteristics and motivational factors on employee loyalty among teachers at private Islamic schools in Kelantan, Malaysia. International Review of Social Sciences & Humanities, 5(2), 127-134. Oberholster, F. R., Taylor V, J. W. y Cruise, R. J. (2000). Spiritual well-being, faith maturity, and the organizational commitment of faculty in Christian colleges and universities. The Journal of Research on Christian Education, 9(1), 31-60. https://doi.org/ 10.1080/10656210009484896 Okutan, M. (2014). My school principal is not a leader. Education, 135(1), 93-100. Ontiveros Ramírez, F. (2016). Modelo de asociación entre factores predictores del desempeño y compromiso laboral validado en maestros del corporativo educativo adventista de la Unión Mexicana del Norte (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Restrepo-Abondano, J. M. y Restrepo-Torres, M. L. (2012). Cinco desafíos en el ejercicio del liderazgo en los rectores de colegios. Educación y Educadores, 15(1), 117-119. Saad, N. (2012). The effects of teacher’s participation in decision making of commitment. The International Journal of Interdisciplinary Social Sciences, 6(9), 1-16. Samkange, W. (2013). Management and administration in education: What do school heads do? A focus of primary school heads in one district in Zimbabwe. International Journal of Social Sciences and Education, 3(3), 635-643. Shaw, J. y Newton J. (2014). Teacher retention and satisfaction with a servant leader as principal. Education, 135(1), 101-106. Wachira, F. M., Gitumu, M. y Mbugua, Z. (2017). Effect of principal´s leadership styles on teachers´ job performance in public secondary schools in Kieni West Subcounty. International Journal of Humanities and Social Science Invention, 6(8), 72-86. Ward, C. J. (2013). Why leadership matters: One school’s journey to success. Educational Leadership and Administration Teaching and Program Development, 24, 62-74. Wasserman, E., Ben-Eli, S., Yehoshua, O. y Gal, R. (2016). Relationship between the principal’s leadership style and teacher motivation. International Journal of Learning, Teaching and Educational Research, 15(10), 180-192. Zamora Poblete, G. (2009). Compromisos organizacionales de los profesores chilenos y su relación con la intención de permanecer en sus escuelas. Revista Latinoamericana de Psicología, 41(3), 445-460.

Learning outcomes The present case study would help readers to understand paternalistic leadership behavior with its underlying theory. Readers would be able to appreciate the nature of experiences employees may have while working with a paternalistic leader high on authoritarianism. This case study would motivate readers to work out appropriate strategies for working under paternalistic bosses. The teaching note sensitizes readers about the complicated relationship between paternalistic leadership and culture. Case overview/synopsis Pyramid Globe Management Institute (PGMI) is struggling to generate revenue. PGMI founder, Tugmanshu Lakhani, has to find out new sources of revenue to keep the institute functioning. He constitutes a team of three professors for starting a new academic program with a foreign university. The initial success of the team brings favor from the founder but jealousy from the colleagues reeling under job threat. High authoritarianism and interference of the founder create a problematic situation for the three professors. When the new program starts showing promising results, the founder gets apprehensive about whether the new course may hurt the enrolment in the flagship program of the institute. The authoritarian and erratic behavior of the founder had a demotivating effect on the team working for the new program. Some team members resign under pressure while three professors stay to ensure the launch of the program. The professors have to resolve the conflict between their commitment toward PGMI in a troubled time and a career uncertainty if they continue working for it. Anticipating no change in the behavior of the founder and an uncertain future with PGMI, three professors quit after the start of the new program. The founder may continue losing committed employees if he is unable to balance his authoritarianism with benevolence and moral behavior. It will create more problems for PGMI in the future. Complexity academic level This case can be used in organizational behavior, leadership and team-building courses in the regular Master of Business Administration (MBA) programs. The case can further be used in the executive development program, especially for analyzing the leadership problem in higher education organizations. Supplementary materials Teaching notes are available for educators only. Subject code CSS 7: Management science.

Abstract Drawing on upper echelons theory, the article investigates the potential impact of top managers’ background and demographic characteristics and personality traits on organizational decisions in the public sector. The top-management figure being investigated is the municipal chief financial officer (CFO) and the specific organizational decision under analysis is the extent of revenue misrepresentation during both budget formulation and execution. The empirical setting is provided by the CFOs of Italian municipalities with populations above 15,000 over a 3-year period (2012–14). Financial data are drawn from existing databases. Non-financial data are collected through an online survey. The results show that top managers’ individual characteristics and traits do influence the extent of accounting manipulation. In particular, revenue misrepresentation was found to be smaller in the presence of female managers, managers with degrees in business administration, and managers describing themselves as “conscientious”. These effects on accounting manipulation were moderated by auditors’ and opposition councilors’ oversight, managers’ experience, and the presence of local elections. The article extends upper echelons theory and its applications in several directions: from the private to the public context, from CEOs to CFOs, from managerial decisions in general to accounting choices, and from background and demographic variables to personality traits.

A toxic organization is characterized by a narrow focus on bottom line profits and malicious or abusive behaviors go unnoticed or undisciplined (Kusy & Holloway, 2009; Macklem, 2005). It produces a toxic work environment where employees suffer emotional pain generated from damaging behaviors (Samuel, 2010). While some degree of toxicity is unavoidable, the unrelieved intensity of pressures over a prolonged period of time tends to wear people down (Bacal, 2000; Samuel, 2010).

Much of the academic and popular literature addressing organizational toxicity focuses on bullying and dysfunctional behavior. This research shows that harmful behaviors are symptomatic of more complex systemic problems. The purpose of this study was to uncover the organizational antecedents of toxicity using Bolman and Deal's (2008) Four-Frame Model of holistic analysis addressing the role that structure, human resources management, political systems, and organizational culture in creating or perpetuating organizational toxicity.

The study was guided by 4 research questions: 1. What role, if any, does the Structural Frame play in creating or perpetuating organizational toxicity? 2. What role, if any, does the Human Resources Frame play in creating or perpetuating organizational toxicity? 3. What role, if any, does the Political Frame play in creating or perpetuating organizational toxicity? 4. What role, if any, does the Cultural Frame play in creating or perpetuating organizational toxicity?

The researcher used a phenomenological methodology and purposeful sampling strategy. Fifteen working professionals were interviewed to share stories of their experiences working in a toxic organization. Data extracted from the stories were synthesized through a holistic framework to identify the systemic sources of toxicity. The results revealed dysfunctions with organizational hierarchies, strategies, goals, policies, rules, standards, technology; failures in human resources management and political power sources; and the impact of leadership, values, and norms on organizational culture. These dysfunctions culminate in a toxic work environment.

This study was intended to provide leaders, students, and victims of toxicity with information for early and accurate identification of organizational toxicity. It concludes with suggestions for understanding the organizational antecedents of toxicity and provides a strategy for managing within, and emotional release from, the toxic work environment.

Family firms contribute to both the national and global economies. Over the last few decades, the family-business field has continued to develop, as have its counterpart disciplines of business, economics, psychology, and social sciences. The study of leadership theory has also advanced over the years; however, not much research has applied this theory to family firms.

This dissertation contains the oral histories of a family-owned manufacturing business that is still operating after 60 years. The purpose of this exploratory case study was to examine the leadership dynamics of a family operation. To provide a theoretical leadership model to understand the oral histories presented in this dissertation, four major themes were discussed: family systems theory, organizational psychology, leadership studies, and the manufacturing industry.

The shifts in scholars' understanding of organizational dynamics were presented using Bowen's family systems theory and Lewin's systems theory is detailed in the narrative portion. This study used two mechanisms to study the family firm: oral histories (captured through open-ended interviews) and written documents and memoirs. Excerpts of written narratives also ground the interviews within the firm's historical and geographical setting.

This study documents the significance in understanding organizational culture to the development of a leadership model for family firms. This case study provides the opportunity to identify key attributes within a successful family firm. This firm has remained successful through multiple leaders over several decades within a challenging industry.

Studies show that improvisation in leadership decision making is on the rise, and it transpires in organizations 75-90% of the time, yet very little research has explored this skillset. No other leadership skillset that is applied two thirds of the time has ever been so underdeveloped. The purpose of this study was to assess the effects of a pilot workshop applying a Holistic Improvisational Leadership Model as developed by the researcher and based on the latest improvisation research. The study employed a mixed methods design to gather qualitative and quantitative data for a descriptive evaluation of the pilot training workshop. Nonproportional quota sampling and triangulation were used to maximize cross verification and validity of the data. This study explored the skills leaders acquired and applied during, immediately after, 1 month after the workshop, and in 3 months. The study was pilot-tested on 6 different groups and a total of 67 leaders from various regions, industries and organizations.

Primary findings revealed that participants gained the highest benefits in working with others and their ability to lead. Executive and educational leaders gained the awareness that 79% of their decisions at work were made spontaneously as opposed to 71% for all leaders. 100% of executives and senior leaders indicated acquiring more effective listening skills. Moreover, the concept of competent risks and celebrating failure appeared to have the most transformational impact on the participants' sense of self, willingness to take risks, and acquire new skills. The workshop seemed to bring participants' stress level down to an optimal level and enhance mindfulness. Ultimately, it was concluded the study's workshop was most effective as a continuous 3.5 hours.

Learning to improvise experientially includes a process of unlearning old routines of decision making and re-learning more effective skills. Hence, the researcher recommends follow-up learning sessions to complete the cycle of learning. Utilizing grounded theory, the findings from the study led to the revision of Tabaee's Holistic Improvisational Leadership Model. The researcher recommends following the model by teaching the competencies not only to leaders but to all employees for achieving OPTIMAL strategy and performance for the organization.

Leadership theories provide guidance, methods, and models for effective leaders. Many leadership theories, such as transactional, transformational, and servant leadership, identify a set of leadership traits or behaviors an effective leader possesses. Robert Greenleaf's (1970) servant leadership theory and characteristics have endured for decades. Greenleaf's servant leadership theory has resurfaced and grown in popularity as evidence by his work being widely cited in new publications, leadership journals, and articles on servant leadership (e.g., Ken Blanchard, Stephen Covey, and Peter Senge).

A number of authors have studied Eunice Kennedy Shriver and written about her leadership style, but no one to date has conducted an analysis to determine if her characteristics match those of a servant leader. This dissertation was a historical case study to recognize the leadership of Shriver and analyze the supposition that she was a servant leader. Shriver had the vision that became the Special Olympics movement that transformed the lives of people with intellectual disabilities and their families and communities worldwide. The fact that under the leadership of Shriver the Special Olympics achieved global success makes a study of her leadership style significant to the field of organizational leadership.

This qualitative case study sought to determine if leadership behaviors of the research subject, Eunice Kennedy Shriver, exemplified the 10 characteristics (behaviors) of servant leadership as defined by Robert Greenleaf (1970) and Larry Spears (1995, 1998b).

Servant leadership is the antithesis of leadership in much of corporate America. For decades, American managers of large corporations and the military have applied an autocratic (command and control) style of leadership. Servant leaders are selfless and seek to invest in the people they lead by genuinely caring about them and their success. They understand that success is realized through the efforts of their followers over selfinterest (Greenleaf, 1977).

Leadership can be a company's competitive advantage, and servant leadership can be the key element. Laub (1999) and Parolini (2004) found that organizations that fostered a servant leadership culture capitalized on the skills of both their employees and their leaders, which led to greater employee engagement and profitability (Block, 1993; Wheatley, 2005).

In today’s global, dynamic, and uncertain business environments, the need for developing leaders and managerial talent throughout the organization is increasingly evident, especially for multinational companies. While the important role of job assignment for leadership and managerial development has been well recognized, there is no aligned, comprehensive global leadership development model. This study focused on understanding leadership development assignments and experiences of successful Japanese managers who are functioning in for-profit multi-national Western companies in the consumer products industry in Japan. A sequential explanatory mixed method design incorporating phenomenological interviews was used to first explore work-related strengths and developmental experiences and key competencies of 24 high performing managers working in the consumer goods industry, representing three different companies. 6 individuals were selected to participate in the phenomenological interview process.

Key findings from phase 1 research among 24 respondents are (a) while challenging job is the most effective method for leadership development, that alone cannot always develop effective leaders, and (b) effective leaders have more number of challenging assignments and work experiences. Phase 2 research, phenomenological interview was conducted among 6 most effective leaders selected based upon 360 feedback survey results. There were 3 types of developmental experiences those effective leaders found very effective: (a) business challenges, (b) interpersonal and cultural challenges, and (c) developmental relationship. Key findings from phase 2 research are (d) effective leaders have experienced dual challenges from key developmental work—both business challenge and interpersonal (or cultural) challenges, (e) they possess both business skills and interpersonal skills, (f) they have learned and strengthened both business management and interpersonal skills through overcoming challenges on the job, (g) they have a positive and open mindset and positive attitudes toward new challenging, learning and achievements, (h) they have learned through self reflection during and after developmental experiences. Of note, all of them have had a significant learning and influence from their boss(es) in their career.

Incorporating the findings from this research, I recommend a systemic leadership development approach that integrates challenging assignments with reflective learning, skill development supports, 360 feedback, and thorough performance review system, involving boss.

Assistant principals enact a plethora of work roles within their single position. They are required to manage multiple work roles with constant contradictions of role expectations. The position of assistant principal "is acknowledged to be an important actor on the school scene despite the rather limited attention given to that role by educational researchers, administrator preparation programs, and professional associations" (Greenfield, 1985, p.7). This study explored the role conflict and role ambiguity assistant principals face in their multiple work roles and the relationship these variables have to the secondary assistant principal's general perceived self-efficacy. A social theoretical lens was used to examine identity theory and self-concept in order to gain insight into the paradoxical nature of the interrole conflict and role ambiguity of secondary assistant principals in two regions of Virginia's public schools. Role conflict (RC) and role ambiguity (RA) were measured using the Rizzo, House, and Lirtzman (1970) scale. The General Self-Efficacy (GSE) scale developed by Schwarzer and Jerusalem (1995) was used the collect data on the general perceived self-efficacy of assistant principals. The data indicated that there was a significant relationship between role ambiguity and general self-efficacy; there was not a significant relationship between role conflict and general self-efficacy; and that neither role ambiguity nor role conflict were predictive of general self-efficacy.

Keywords: role conflict, role ambiguity, general self-efficacy, secondary assistant principals, role theory.

Despite increased awareness of the link between teamwork and medical errors, and increased development of interventions aimed at improving team performance, the incidence of preventable errors in hospitals, and in the surgical environment particularly, remains high. Absent from interdisciplinary team development efforts is empirical evidence informed by the voices of surgical team members specific to their day- to- day experiences of teamwork. For this reason, a case study of interdisciplinary teamwork among Orthopedic Surgery team members was conducted from June to December 2013 to: (a) discover how teamwork behaviors are enacted in the surgical environment to affect the incidence of preventable surgical errors; and (b) understand the experience of teamwork from the perspective of surgical team members.

The case study data included 37 one-on-one interviews with Orthopedic Surgery team members (including two supervisors), and observations by the researcher guided by the Observational Teamwork Assessment for Surgery (OTAS) instrument. This study finds that while mindfulness is a prerequisite to safety behaviors that are found in the surgical setting, there is a dynamic interplay between processes of collective mindfulness and traditional teamwork behaviors wherein one continuously informs, shapes, and reinforces the other. Noting contributions of the this study to practice, the opportunity exists to expand the present inquiry beyond Orthopedic Surgery to include other surgical specialties as well as non-surgical practices within the hospital and clinic environments.

According to a review of the literature, Christian churches are divided because of constant rejection of change. In spite of the 70% failure rate of all organizational change efforts, successful change initiatives are achievable. Senior pastors assume the primary role of leadership within the church, and were tasked with the responsibility of leading God’s people through change and guiding the evolution of the church. Parishioners rely on senior pastors to provide the vision, as many parishioners continue to hinder the change efforts of the senior pastor. The hermeneutical phenomenological research design was used in the qualitative study to investigate the phenomenon of change through the challenges experienced by senior pastors of Missionary Baptist Churches of Greater Minneapolis during change. Seventeen senior pastors of Missionary Baptist Churches of Greater Minneapolis participated in audio taped face-to-face interviews. During the analysis five themes emerged: (a) mixed emotions; (b) servant of the Lord; (c) relationships; (d) organizational culture; and (e) communication is the key. Recommendations for senior pastors, organizational leaders, and Seminary and Bible Colleges were developed from the results of the qualitative hermeneutical phenomenological study.

Human beings have engaged in trade, conducted war, created shelter, obtained food, practiced healing, and lived in community throughout the millennia. Historically, religion served as the overarching container used to create meaning within these human activities. In contemporary culture, the myth of "the bottom line" which is the Market economy has become the overarching container for a culture continually seeking to monetize human activity and create meaning through narratives of profitability.

Archetypal psychology employs polytheistic metaphors to describe the multiple autonomous forces or archetypes that exist within the human imagination. The work of archetypal psychologists and depth psychology authors including James Hillman, Ginette Paris, Michael Vannoy Adams, Karl Kerényi, Charles Boer, and Thomas Moore form the foundation for an archetypal analysis of the myth of "the bottom line." James Hillman calls for attention to the narratives of business and names the myth of "the bottom line," in Kinds of Power , "The drama of business, its struggles, challenges, victories and defeats, form the fundamental myth of our civilization, the story that explains the underlying bottom line of the ceremonies of our behavior" (1).

This dissertation is an exploration of the way the myth of "the bottom line" and the Market economy affect human experience of the archetype of War in the form of outsourcing of military functions; the archetype of Home in relationship to the commercial entity of a house and the recent market bubble; the archetype of Food in the form of agribusiness, patented seed stock, and processed food; the archetype of Healing in the form of industrialized health care; the archetype of Relationships within social media and technology. This analysis is achieved through an archetypal interpretation of authors who critique the forces of the Market on each of the respective archetypes. In addition, there is archetypal analysis of the voices of the businesses involved in these territories by "reading through" their annual reports and web sites.

Keywords: archetypal psychology, Hillman, Hermes, market, war, home, food, health care industry, social media, technology.

In a globalized world, public policies are subject to the recommendations of international organizations that regulate and determine educational policies according to their own needs and interests. In this sense, educational skills, arising from the business world, have become the focus of curriculum design and teacher professionalism and managerial schools Basic and Secondary Education in Mexico. Specifically, the National Association of Professional Technical Education (CONALEP), has become a pillar that provides students of Media Education competent technical professional for requirements that are demanded today. Since its birth in 1978 was oriented to the formation of technical professionals, graduates of Basic Education, with the main objective job training, intersectoral linkages, community support and technological advice and assistance to businesses.

This case explores the challenges of implementing an enterprise system (ES) across a university with a diverse organizational culture. This teaching case describes the process through which Southern University sought to implement the Delta student management system (SMS) and the challenges encountered due to the university’s organizational culture. The project team ran into a change resistant culture with organizational units that enjoyed autonomy in their business processes. Rather than attend to various needs by customizing the system, the project team implemented a plain version of the system. Although this approach ensured the project team was able to complete the implementation on time and within budget, it left behind many dissatisfied users and organizational members, and created resistance within the organization toward the system. Therefore, this case provides opportunities for students to discuss the impact of organizational culture and user resistance on IS implementations as well as the merits and limitations of the strategies employed by the project team to ensure the new system was implemented on time and within budget.

Risk based thinking is the core aspect to avoid or reduce the undesired effects and promote continual improvement for any organization, especially in the field of higher education. Preventive action becomes an automatic process when a management system is risk-based. The contingency approach to management will make fruitful results once it is considered as more explicit and builds it into strategic plan of the management system with upfront planning with the help of business models. In the strategic plan of any organization, leadership and administration plays an important role. By identifying the context related risks, leaders can analyze the opportunities in terms of impact and feasibility and plan towards prioritizing the risks to act on. In this direction, the need for a business model which focuses on efficient process-based approach towards risk prioritization, thereby prevention and avoidance is proposed, which demonstrates management their leadership, and commitment to the quality management of higher education.

Even though the vital role of knowledge and information management in organizations has been recognized, education administrators have started to think about how they can use knowledge systems in creating effective learning environments only in recent years. The effect of the use of data and knowledge in present education systems through knowledge management will enable the transformation of schools. Education leaders should be able to manage information-based knowledge management efforts. For our schools to be able to constantly renovate themselves and, as a consequence of the environmental changes, transfer new knowledge and technologies to students, reconstruction of schools in the direction of knowledge management approach is crucial. This study presents how knowledge management benefits schools when applied in an ecological framework by practicing upon the business theories of information management and knowledge management.

Business people have much to offer colleges and universities, because of the many similarities between the two kinds of organizations. They are used to managing budgets, devising strategies, responding to changing environments, and many other activities that are crucial to universities. It is the synergy between business perspectives and academic perspectives that has the potential to dramatically change universities for the better. This chapter provides specific recommendations for how businesspeople can more effectively help academic institutions though board service or other academic or administrative leadership roles. Also provided is a real-world example of public/private partnerships, the transition of UNC Student Stores to Barnes and Noble College, and leveraging these collaborations to implement change in higher education.

Personnel administration is a part of general business administration and an integrative element of the process management of an enterprise. However, personnel administration has not been researched and discussed with priority in context with personnel management or the development of human resource management (HRM) but rather has been assumed to be an operative element of the enterprise. The objectives of personnel administration therefore were set in rationalization and automation of internal administration processes. The necessary digitalization and has been realized by stronger operative oriented sciences (e.g., commercial information technology). The scientific research in personnel management rather concentrated in findings of organization theory (Kupsch & Marr, 1985), the instruments of leadership or even in the basic definition of the concept of personnel management as multidisciplinary and operation oriented business task (Remer, 1978). The personnel work has passed different stages of development within the last decades and depending on the time period the terms as well as the focal points of personnel work have been expanded and redefined. Table 1 shows an overview after Scholz (2000).