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Wood, Gabrielle M. "Authentic leadership do we really need another leadership theory? /." Fairfax, VA : George Mason University, 2007. http://hdl.handle.net/1920/2921.
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Thesis (Ph. D.)--George Mason University, 2007.<br>Title from PDF t.p. (viewed Jan. 22, 2008). Thesis director: Stephen J. Zaccaro. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Vita: p. 118-119. Includes bibliographical references (p. 109-117). Also available in print.
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De, Souza P. R. "Leadership, participation and democratic theory." Thesis, University of Sussex, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375153.
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Komai, Mana. "An Economic Theory of Leadership." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11194.
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This dissertation develops an economic theory of leadership based on assignment of information. Common theories assume that organizations exist to reduce transaction costs by replacing imperfect markets with incomplete long term contracts that give managers the power to command subordinates. This view reverses all of these premises: I study an organization in which it is costless to transmit and process information, contracts exist in the backgound if at all, and agents are not bound to the organization. The organization is held together by economies of scale in generating information and by the advantages of controlling access to that information. The minimalist model of organizations produces a minimalist theory of leadership: leaders have no special talent but are leaders simply because they are given exclusive access to certain information. A single leader induces a first best outcome if his incentives are aligned with his subordinates. If a single leader is not credible, then diluting the power of leadership by appointing multiple informed leaders can ensure credibility and improve e.ciency but can not produce the first best. If agents are di.erentiated by their costs of cooperation the most cooperative player is not necessarily the best leader. In this scenario, the ability of the group to sustain fully cooperative outcomes may depend on the player with the least propensity to cooperate. Therefore, to maximize e.ciency (i.e., to maximize the range of circumstances in which e.cient cooperation is sustainable), the group should sometimes promote less cooperative people. Here, "less cooperative" means lazy or busy rather than disagreeable. This dissertation also applies the idea of leadership (endorsement) to voluntary provision of public goods. I show that when the leader is unable to fully reveal his information expected contributions, ex-ante, are unambigeously higher in the leader-follower setting. That is partial revelation of information induces more contribution compared to full revelation or complete information. I also show that if the utility functions are linear then ex-ante welfare is unambigeously higher in the presence of an informed endorser.<br>Ph. D.
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Hess, Clara E. "Trust in Leadership: The Role of Implicit Leadership Theory Congruence." NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-03252010-120318/.
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Research on trust has increased in recent years as has research on implicit leadership theory (ILT). However, there is a paucity of research on the relationship between ILT and trust in leadership. The purpose of this research was to investigate three antecedents of trust in leadership; ability, benevolence, and integrity. In addition, I explored how a) leader-follower ILT congruence and b) congruence between follower ILT and their perceptions of leadersâ ILT relevant behaviors relate to ability, benevolence, and integrity. Results are based on a sample of 308 temporary summer camp employees who completed the study questionnaires at two time points. Results indicated that ability, benevolence, and integrity were all related to trust in leadership. Leader-follower ILT congruence was related to ability and benevolence, but not integrity. Congruence between follower ILT and leadersâ ILT relevant behaviors was related to ability and integrity, but not benevolence. This study extended the previous work on trust and ILTs. Implications of the results and future research directions are discussed
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Gaines, Kathryn Ann. "A Communicative Theory of Leadership Practice." Antioch University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1193149740.
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Robertson, Grant. "Distributing team leadership : a grounded theory study of how followers exercise leadership." UWA Business School, 2009. http://theses.library.uwa.edu.au/adt-WU2010.0039.
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The complex social phenomenon of leadership has been of interest for thousands of years and the subject of formal scientific research for over a century. The individual (sole) leader has been the focus of majority of the studies and leader-follower dyads have featured prominently in the identification of leader behaviours The paradigm has shifted, from the early quantitative approach to the most recent 'new leadership' perspectives which include theories such as transformational, charismatic and visionary leadership. Non-leaders (labelled followers and sometimes subordinates) have received little research attention despite being in the majority in teams. This study examined the research question, 'How do followers exercise leadership?' Approaching the question using grounded theory research methodology, leadership behaviours were studied in 48 seven- to nine-person teams of Year 11 male students attending an outdoor leadership program in one of two consecutive years in South Africa. The qualitative research was based on (1) data collected and analysed from observations in the field, including an extensive video record; (2) semi-structured interviews with course participants and staff; and (3) in-course leadership review documents. This research extends the existing theory of distributed leadership by defining and clarifying particular processes and skills of how followers in this study exercised leadership. Influence is central to leadership and also the core category in this study. In the context of the substantive field, theoretical propositions generated by the research include that team members are generally concerned about contributing and belonging and, when leading, focus on initiating or taking charge of influencing. Instead of being limited to a single leader, the leading role is distributed amongst team members, though not necessarily in equal proportion. In all teams, more than one member exercised leadership, and in most teams every member exercised some leadership behaviour during the four day program. Depending on context, followers exercised leadership by employing one or more of eight influencing behaviours and switching from following to leading roles. Communicating and listening emerged as core leadership behaviours, vital to team processes and most frequently used. Coordinating and motivating were identified as key influencing behaviours, regularly used and important to team processes. Risking, anchoring, mediating and channelling were categorised as situational influencing behaviours, used less frequently, based on context. This research articulates the mechanism whereby team members switch between leading, following and sometimes nominal member roles. Insights are provided of how individuals in a team may, for a period of time, occupy a leading role and then, at other times, occupy a following role. Occupying these roles is not related to formal assignment of roles. This study not only shows that followers play a greater role in leadership than existing literature on research indicates, but it also defines eight influencing behaviours used to exercise leadership. The study has important implications which can help managers and leaders in formal roles maximise the contributions of their followers. This study can also contribute to the design of leadership training and help build more effective teams and organisations.
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Knee, Robert Everett. "Understanding leader representations: Beyond implicit leadership theory." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/35390.
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The purpose of the present study was to establish evidence for the suggested integration of the theories of connectionism and leadership. Recent theoretical writings in the field of leadership have suggested that the dynamic representations generated by the connectionist perspective is an appropriate approach to understanding how we perceive leaders. Similarly, implicit leadership theory (ILT) explains that our cognitive understandings of leaders are based on a cognitive structure that we use as a means of understanding and categorizing the behaviors of individuals we believe to be leaders. It was predicted that when asked to select a leader from a group of potential leaders, individuals select the leader based on personal belief alignment when the context of the leader selection is personally relevant, or based on cognitive expectations when the context is low in personal relevance. In addition, when experiencing moments of greater personal relevance, individuals will experience a more dynamic cognitive representation of a leader that those experiencing the moment as less personally relevant. Sixty-seven individuals provided usable data from a repeated measures design that asked participants to record their cognitive representations of a leader, participate in a leader selection task, and provide information about their cognitive representations of a leader after the selection task. The results of the study provide support the expectations of the experimenter and the suggestions of the connectionist perspective.<br>Master of Science
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Morales, Carolyn J. "Intersectionality: Engaging the Epistemology of Leadership Theory." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1569507340956926.
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Simpson, Mark Aloysius. "Complexity Theory of Leadership and Management Information." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6121.
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Implementing effective leadership strategies in management of information systems (MIS) can positively influence overall organizational performance. This study was an exploration of the general problem of failure to lead effectively in the current knowledge-based economy and the resulting deleterious effects on organizational performance and threats to continuing organizational viability. The specific problem was the lack of understanding regarding the interaction of leadership processes with MIS functions and the impact on organizational success. Managers' and employees' lived experiences of leadership in small- to medium-sized enterprises were explored, as well as how those experiences influenced the organization's adaptive responses regarding technology and performance in the knowledge-based economy. The complexity theory of leadership was applied as the theoretical foundation for this study. A phenomenological methodology was used. Data were collected through semi-structured interviews and analyzed through open coding to identify emergent themes from the data. The themes were leaders motivate employees' positive work-related behaviors, effective communication skills ensure accessibility and efficiency of the organizational information system, and leadership practices influence business productivity. This study contributes to social change by providing insights for managers and employees regarding effective strategies for working as teams and networks via the use of nontraditional leadership theory, which promotes company sustainability by demonstrating the benefits of responding to the changing economy.
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Prax, Patrick. "Leadership behind the Screen : New Theory about Leadership in Online Role-Playing Games." Thesis, Uppsala University, Media and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-98691.
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<p>Purpose/Aim: The aim of this paper is to study how guild leaders in World of Warcraft (WOW) and leaders of real life organizations compare in terms of tasks, every-day experiences, environment, responsibilities and motivation. This comparison is used to build a new theory describing leadership in Massively Multiplayer Online Role Playing Games (MMORPGs).</p><p>Material/Method: The paper uses the grounded theory approach to build a new theory. 12 interviews were conducted, six with WOW guild leaders and six with leaders of real life organizations. The Four Capacities Framework and the Leadership Grid were used to analyze and compare the results of the interviews.</p><p>Main results: Leadership in MMORPGs is as complex and challenging as real life leadership with the difference that it stresses the internal relationships of the organization very much while neglecting outside relations to a big extend. Guild leadership is in many ways similar to real life leadership as both require long term political decisions, policy setting and good work in the field of human resources. However, it stresses the ability to build working social relationships and to motivate using only digital communication. Some aspects of real life leadership like customer orientation and an organizational instance over the leader like an owner or share holders that the leader is responsible to are not existent.</p>
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Lemoine, Gerald James. "Closing the leadership circle: Building and testing a contingent theory of servant leadership." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53862.
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Servant leadership focuses on stakeholder concern and follower development and empowerment. It has begun to emerge as a useful perspective of leadership within academic research, but theoretical development remains limited, and some of its key propositions have not been tested. In this dissertation I build and test a theory of how servant leadership works, why it works, and when it works. Drawing on the extant servant leadership literature, a social learning perspective, and research on gender roles and schemas, I propose a conceptual definition and theory of how servant leadership impacts two characteristics of followers (prosocial motivation and psychological capital) to affect distal outcomes including voice and performance. I also test servant leadership's impact on the spread of servant leadership behaviors to followers, a key proposition of servant leadership for nearly fifty years which has never been empirically tested. Further, I propose gender and gender schemas as potential moderators of servant leadership, arguing that the more communal emphasis of this approach may interact with sex role factors to impact its effectiveness, such that females may actually have an advantage in using servant leadership, as opposed to the implicit masculine advantage in other leadership behaviors.
To answer these research questions, I conducted a temporally lagged multi-organizational study testing the mediators, moderators, and outcomes of servant leadership. Using a variance decomposition approach to clustered and cross-level interactions in an HLM framework, I find substantial support for my theoretical predictions. Results support the idea that exposure to servant leadership behaviors is associated with all three performance outcomes, including an employee's own enactment of servant leadership, both directly and through the mediating effects of positive psychological capital. These effects were contingent as hypothesized, such that servant leadership was more powerful when used by a female manager, and when experienced by individuals with high female gender schemas. Theoretical and practical implications of these conclusions, as well as future research suggested by these results, are discussed.
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Ostroff, Mastropasqua Maria Isabella. "Birth order effects on leadership style in school administrators: The relationship between two-dimensional educational leadership theory and Adlerian theory." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186550.
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This study investigated the relationship between birth order position and the two-dimensional leadership styles, initiating structure and consideration, in elementary public school administrators in the State of Arizona in correlation with Alfred Adler's (1930) Theory of Birth Order. Adler asserted: (1) that first borns acquire leadership traits emphasizing rules, authority, power, independence, traditions, organization, and a concern with status and (2) later borns acquire leadership traits emphasizing social activities, a sense of community, and warmth in individual and group cooperation, thus, less emphasis on authority and rules. Therefore, the first born is more likely to be structure-oriented, while the later born is more likely to be consideration-oriented in leadership style. The purpose of this study was to determine whether a difference would be found between first and later born elementary public school administrators in the State of Arizona and the two-dimensional educational leadership styles, structure and consideration. No previous research has examined birth order effects on leadership style in school administrators, and few studies have examined different occupational groups. Controversial findings by Chemers (1970), Dagenais (1979), and Greene (1987) indicated that patterns do not hold across different occupational groups. This study contributes to the need for further research and a stronger theoretical argument regarding the influence of birth order on leadership style. The subjects for this investigation were 232 public elementary school principals. Data were collected and analyzed using Fleishman's (1969) Leadership Opinion Questionnaire (LOQ) and the Personal Leadership Data Form. Through the use of descriptive statistics, t-tests, and correlations, it was determined that there were no significant differences between first and later borns in structure and consideration. Thus, concurring with Dagenais (1979), birth order did not seem to be related to the two-dimensional leadership styles. The findings of this study do not support Adler's (1930) Theory of Birth Order.
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McKie, David S. "A Cross-cultural test of Implicit Leadership Theory." Thesis, Cranfield University, 2003. http://hdl.handle.net/1826/115.
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This research builds on Implicit Leadership Theory, which suggests that a
leader's performance is likely to be higher when there is congruence between a
follower's prototype of what a leader should be and his or her perception of the
leader's behaviour. The essence of effective leadership, according to this theory,
is being seen as a leader by others.
Data were collected from 196 leaders and 1,738 followers from 23 countries
within Cargill Incorporated, a US food and agricultural multinational. The
research was conducted in two phases. During the first phase data were
collected on followers' desired leadership values and their perception of their
leader's behaviour on the same dimensions. These data were used to compute a
congruence score based on a weighted sum of absolute differences. The
congruence score data formed the heart of an individualised Leadership Fit
Report written for each leader in the study showing the extent of congruence
across 21 leadership characteristics (see Appendix A).
The second phase of the study focused on a subset of 933 followers from five
countries testing the two hypotheses. The two hypotheses in Phase Two were
partially supported. The first was that congruence between desired leadership
values and perceived behaviour leads to high performance of a leader and
incongruence leads to lower performance. The second was that the relationship
between congruence and leader performance varied by nationality.
The cross-cultural test of Implicit Leadership Theory captured in Hypothesis
2 was particularly important to Cargill because it revealed unique and important differences between the five countries included in the second data set. This
study found that the nature of the relationship between congruence and leader
performance varies significantly between all five countries. More specifically
the data suggests that congruence does not always lead to high performance.
This study, albeit exploratory, makes theoretical, methodological and
practical contributions in the following ways.
i. A cross cultural test of Implicit Leadership Theory in a multinational
organisation with a significant sample size.
ii. An existing desired leadership values questionnaire was used and
developed further to measure leadership values and leader perception.
iii. All 196 leaders received a personalised feedback report showing the
level of congruence (or degree of fit) for 21 leadership characteristics.
iv. A methodological contribution was made by using Polynomial
Regression Equations and Response Surface Methodology to measure
the nature of the relationship between desired leadership values,
perceived behaviour and leaders' performance.
Implicit Leadership Theory was shown to be complex yet very relevant to
management practice. The research undertaken was exploratory yet it has
created the basis for on going discussion.
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Nieh, Tai-Wei. "Leadership theory and practice: where East meets West." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/26040.
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Beddoes-Jones, Fiona. "A new theory driven model of authentic leadership." Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:8616.
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In recent years, the concept of Authentic Leadership has become an important area of interest and study, encompassing, as it does, personal beliefs and values and how they are aligned and lived in one’s everyday leadership experience, (Cooper et al. 2005; Avolio & Gardner, 2005; Luthans & Avolio, 2003). However, whilst the literature surrounding it is ever-increasing, the concept and construct of Authentic Leadership is fragmented; complicated by different theorists’ perspectives and compounded by a lack of empirical research, particularly within the UK, (Gardner et al. 2011). Based on Novicevic et al.’s (2006) conceptualization, differentiating Authentic Leadership between its psychological and philosophical components, this research presents a new theoretical model of Authentic Leadership. A 4-factor model was developed and empirically tested using a classic psychometric approach, (Nunnally, 1978; Kline, 1979), and a 360° feedback design, as leaders have been shown to over-estimate their self-reported scores compared to subordinate and peer feedback ratings, (Atkins & Wood, 2002). Critically, the model was developed and tested using real leaders rather than students, who are generally more accessible to researchers, (Lagan, 2007). It is hypothesized that the resulting model and statistical data may therefore have greater validity and applied relevance than other comparative research in the field completed utilizing student populations with little or no, real-world leadership experience. Three UK leadership populations were employed: two business leader samples and, for the validation study, senior serving Royal Air Force officers. A 3-factor model emerged which both simplifies and unifies previous theoretical conceptualisations of Authentic Leadership. Whilst not a direct part of the research study, the author suggests that potentially, all modern leadership failures may be traced back to a deficiency in any one of these 3 ‘Pillars’ of Authentic Leadership: Self-Awareness, Self-Regulation or Ethics. Implications for Authentic Leadership Development are identified and some suggestions for future research into the field made.
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Mann, Ronald Jackson. "Transformational leadership theory: creative advance or theoretical desperation." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53640.
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Transformational leadership is held by its theorists to consist of charisma (mission articulation, empowerment, and confidence in followers), intellectual stimulation, and individualized consideration. lt is alleged to result from flexible structure, crisis, and high socio-economic status (except for charisma in connection with the latter) and to produce a favorable organizational climate, identification with the organization, expectation of success, and, most of all, extra effort. The present research, however, discloses serious problems with the model based upon theory: the inability of a principal component analysis to distinguish the leadership dimensions and the outcomes of identification and expectation of success; an absence of effects of SES and crisis on the leadership variables; and the direct effects of the exogenous variables on organizational climate. Even with regard to the central concept of charisma, considerable ambiguity is found. The conclusion of the present research is that transformational leadership theory represents "theoretical desperation" in a sociological sub-discipline increasingly perceived to be unproductive of significant results.
While the relationship between charisma and extra effort holds up in the present study, the connection is problematic, since extra effort is uncorrelated with positive changes in the churches. A possible interpretation of the lack of correlation between extra effort and substantive changes is that leadership operates to create and maintain fictions functional for both the leader and his/her host organization. The use of language in the development of meaning also highlights the importance of' incorporating the idea of power in leadership studies.<br>Ph. D.
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Seong, Haeyoung. "A Study of Political Leadership in Democratic Theory." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc500950/.
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This thesis offers an alternative of political leadership through a literature review of democratic theory as categorized into three models: classical, elitist, and egalitarian. The three models considered an ethical, an institutional, and an economic institutional postulate of political elites and their relationships. Still, the democratic elitist model emerging as the dominant model has been challenged by the egalitarian model enforcing economic institutional elites to be accountable to mass interest. As a competing idea, the egalitarian democratic model has been analyzed for its desirability over the democratic elitist model. This study is worthwhile in instigating an underscored concern surrounding economic institutional elites in the scope of accountable political elites, and in calling forth a further study on the preferred alternative, democratization of economic institutional elites.
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Blasongame, Jesse. "Leadership in American Evangelical churches : an explanatory theory." Thesis, Aston University, 2012. http://publications.aston.ac.uk/18752/.
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This study is about leadership in American Evangelical Churches, which as a sub-set of American Christianity, are growing, while American Christianity as a whole is in decline. As a result evangelicalism is quickly becoming the dominate iteration of American Christianity. It is anecdotal that well led churches grow while poorly led churches do not, yet no one has identified what leadership, in the evangelical church context, is. Researchers have investigated a number of aspects of church leadership (much of it without identifying whether or not the churches under investigation were evangelical or not) but no one has put forth a unified theory linking these aspects together. The purpose of this research is to address that gap and develop a theory that explains how evangelicals view leadership in their local churches. In this study of three churches, dissimilar in size and governance, a purely qualitative approach to data collection and analysis was employed. The study involved 60 interviews that sought points-of-view from top and mid-level leadership along with congregant followers. The study borrowed heavily from Glaser and Strauss (1967) Grounded Theory approach to data analysis. The results developed a theory which provides a unified explanation of how leadership actually works in the three evangelical churches. Several implications for practice are discussed as to the theory's usefulness as a method of leadership education and evaluation. An original discovery was found that an individual's incumbency within the organization was identified as a social power. Limitations to this research are the limitations generally imputed to purely qualitative research in that questions are raised about the theory's applicability to evangelical churches beyond the three studied. The suggestions for further research involve addressing those limitations
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Durdle, Diana E. "A study of leadership theory and practice based on Bush's Six models of leadership /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36113.pdf.
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Lundqvist, August. "Military Leadership : A Swedish Leadership Theory Applied on French Perspectives in an Educational Setting." Thesis, Försvarshögskolan, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-4724.
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Research is currently being prepared and initiated to analyse the French army’s military leadership perspective, and in the process researchers are interested in how other leadership theories would be applicable in the French army’s officer education. The purpose of this thesis is to highlight the perspective of a national Swedish military leadership theory in an international environment, and to study if the Swedish theory of Developmental leadership is also applicable outside a Swedish military educational context, specifically during the French army’s officer education. The research consisted of a qualitative literature analysis on a French doctrinal document, an observation and eight in-depth interviews, in order to establish to what extent the Swedish theory of Developmental leadership could be applied in the French army’s officer education. The author found that the Swedish theory of Developmental leadership could be applied as a good French army military leadership, as far as several of the informants and parts the French doctrinal document were concerned. However, the author also found a lack of leadership theory, regarding the French army’s military leadership and gives four suggestions on further research on the subject.<br><p>Erasmus</p>
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Coombe, Duncan David. "Secure Base Leadership: A Positive Theory of Leadership Incorporating Safety, Exploration and Positive Action." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1270505789.
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Cerni, Tom. "Information-processing and leadership in school principals : cognitive-experiential self theory and transformational leadership." Thesis, View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/43294.
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Transformational leaders increase job satisfaction and wellbeing among workers. This thesis proposes that leadership style is influenced by both the rational and experiential systems put forward by Epstein (1998b) in his cognitive-experiential self theory (CEST). Study one examined the relationship between the CEST information-processing systems and transformational leadership among experienced school leaders (N = 183). The rational system had a strong positive correlation with transformational leadership whereas the experiential system was weakly correlated with transformational leadership. Study two (N = 126) examined constructive thinking and transformational leadership. Global constructive thinking, emotional coping, and behavioural coping all had strong positive correlations with transformational leadership. The results of studies one and two showed that school principals who rated themselves as transformational leaders obtained high scores on the rational system and the constructive factors of the experiential system. These results provided a theoretical foundation for the remaining three studies and impacted on the theoretical framework for the CEST-transformational leadership model. Studies one and two were correlational in design and consequently were limited in explaining cause and effect. In response to this limitation, study three used a pre-test, post-test control-group design to test whether changes to information-processing systems could bring about changes in leadership style. Results showed that there was a significant difference between the pre-test and post-test transformational leadership scores for school principals in the intervention group, as rated by their school staff. The control group remained unchanged. Qualitative results indicated that the school principals in the intervention group became more conscious and reflective about their leadership practice. Thus study three provided tentative evidence that changing information-processing styles could bring about changes in leadership style. With the results showing a positive connection between information-processing and transformational leadership (Studies one-three) the next step was to establish if the rational system and constructive elements of the experiential level could predict teachers‟ job satisfaction and student learning outcomes. Study four (N = 88) showed a weak connection between principals‟ information-processing and both teachers‟ job satisfaction and students‟ learning outcomes. Leaders who exercise transformational leadership may also be required to effectively manage conflict in the organization, and this is why study five (N = 426) examined the relationship between information-processing and conflict-handling styles using an undergraduate student sample. The rational system, experiential system and constructive thinking had significant positive relationships with both the integrating and compromising conflict-handling styles. The rational system had a positive relationship with the dominating conflict-handling style. The experiential system and constructive thinking had a positive relationship with the obliging conflict-handling style. The results of the five studies provided empirical support for a CEST-transformational leadership model. Implications for educational leadership at the theoretical and practical level are discussed. Establishing a positive connection between information-processing, transformational leadership, and the choice of conflict-handling styles appears to promote effective school leadership that, in turn, is thought to influence teachers‟ job satisfaction and students‟ learning outcomes.
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Cerni, Tom. "Information-processing and leadership in school principals cognitive-experiential self theory and transformational leadership /." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/43294.
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Thesis (Ph.D.)--University of Western Sydney, 2009.<br>A thesis presented to the University of Western Sydney, College of Arts, School of Psychology in fulfillment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.
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Birch, Jill Bernardine. "Writing Untold Stories: Exploring Autoethnography's Capacity to Show Relational Leadership Practices." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/368004.
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In this thesis, I contribute to a growing body of empirical work that explores relational leadership theory (RLT) through the application of autoethnography (AEG) and reveals, through critical reflexive processes, emerging moments of skilful relating, which underpin relational leadership practice. The research was inspired by the work of leadership theorists such as Hosking, Grint, Cunliffe and Sinclair, who each in their own ways, contend that relational leadership holds promise in contributing to the ceation of more collaborative, healthy and productive workplaces. Furthermore, researchers including Uhl-Bien and Ospina for example, contend that there is a great need to understand how relationality may support alternative leadership practices.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>Griffith Business School<br>Griffith Business School<br>Full Text
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Lippstreu, Michael. "Revisiting fundamental concepts of transformational leadership theory: a closer look at follower developmental processes." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/33973.
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One of the fundamental ideas of transformational leadership theory is that transformational leaders develop their followers into transformational leaders. Unfortunately, there has been surprisingly little research on this topic. Although prior research has established a relationship between supervisor transformational leadership and follower transformational leadership (i.e., supervisor transformational leadership is positively related to follower transformational leadership), more research is needed to identify potential follower process variables and the interrelationships between cognitive, motivation, and behavioral variables that may be relevant to the development process of followers. This study initiated a closer examination of the process variables in three phases. First, the direct relationship between supervisor transformational leadership and various follower variables relevant to the development process was examined. Second, this study summarized the interrelationships between the process variables in a structural model, including a test of the indirect effects of supervisor transformational leadership on follower outcomes through more proximal follower variables. Third, this study explored transformational leadership theory's unique contribution to the understanding of leader-follower processes by comparing some of the relationships tested in this study to analogous relationships using other highly researched leadership styles, such as transactional leadership, initiating structure, consideration, and leader-member exchange. The findings supported several of the hypotheses involving direct relationships between supervisor transformational leadership and the follower variables relevant to self-concept, development orientation, development motivation, development activity, and leadership behavior. There was also support for partial mediation of the relationship between supervisor transformational leadership and the follower outcome variables (through follower developmental processes). Contrary to hypotheses, several of the alternative leadership styles showed comparable or at times better prediction of follower developmental variables, which suggests that the follower development process may not be unique to transformational leadership theory.
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Bequeath, Kristen M. "Family-Firm Leadership| A Case Study of an Organizational Family-Firm Leadership According to Bowen's Family Systems Theory and Lewin's Systems Theory." Thesis, Franklin Pierce University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640146.
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<p> 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. </p><p> 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. </p><p> 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. </p><p> 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.</p>
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Markenhorn, Caroline. "Att se på kommunikationsproblem ur Heifetz' Adaptive Leadership Theory." Thesis, Stockholm University, Department of Psychology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-35613.
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Sievers, Annika. "Leadership and Management : Connecting Theory and Real-Life Experience." Thesis, Linnéuniversitetet, Ekonomihögskolan, ELNU, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-19183.
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Idea and Purpose The background of this thesis is the ongoing discussion ofleadership and management and how these terms are connected. Unfortunatelythe discussuion of this topic is very much restricted to books and scientific papers. My idea is to first clarify the terms of management and leadership and then, through dialogues to find out if and how the differences are relevant in daily work-life. My personal aim is to raise the awareness to the importance of leadership because it deals with the human being as a whole. Further I hope that this work might inspire executives to reflect themselves and to improve the relationship between them and their followers. Research Question Do leaders differentiate between leadership and management and how does the difference influence their understanding of the issue andtheir individual leadership style? Methodology The approach used here is a qualitative one, using dialogues to understand the ideas and opinions of todays people in leading positions through interpretation and interaction.
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Stiver, Dustin Cory. "Catalyzing Collective Action| A Grounded Theory of Network Leadership." Thesis, Eastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603631.
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<p> Networks are the connective tissue tying together individuals and organizations working toward shared aims. Increasingly, communities are adopting network-based strategies to collaboratively contend with society’s most vexing challenges and create lasting community change. This often occurs when addressing problems that are more complex and entangled than any one individual or organization can tackle on their own, such as education reform, affordable housing, or income inequality. </p><p> Individuals who assume leadership roles within networks—the researcher refers to these people as <i>network leaders</i>—must identify effective strategies to activate network members and unlock agency within stakeholders to empower them to contribute to a shared mission. This study specifically focused on research subjects who were professionally engaged as network leaders, and sought to uncover characteristics that network leaders exhibit and strategies that network leaders employ when performing their unique role. </p><p> The findings of this Constructivist Grounded Theory study center around the primary research question: How do network leaders catalyze collective action? The theory of network leadership proposed herein is derived from data collected from 27 network leaders. The model creates a framework for understanding the phenomenon of network leadership. The <i>Phases and Critical Tasks </i> of network leadership are moderated by the <i>Network Leadership Core Engagement Process</i> and the <i>Network Culture</i>, which is in turn influenced by the <i>Characteristics of the Network Leader Profile</i> and collaboratively developed <i>Network Agreements </i>. The theoretical model is grounded in the data and designed to be an accessible framework for understanding how network leaders catalyze collective action.</p><p>
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Thygesen, Gregory William D. "Bringing modern leadership theory to coaching high school sport." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59488.pdf.
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Shaub, Julia C. "Postindustrial leadership theory an exploration into knowledge-intensive organizations /." Full text available, 2003. http://images.lib.monash.edu.au/ts/theses/shaub.pdf.
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Silverstrone, David Michael. "A grounded theory of university leadership in community engagement." Thesis, Kingston University, 2011. http://eprints.kingston.ac.uk/22971/.
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Increasingly, universities are being called upon to reach out beyond their walls and engage with potential collaborators on a myriad of activities. These expectations arise from a range of factors, many associated with the increasing prevalence of multi-party trans-disciplinary approaches for creating and activating knowledge to address challenges faced around the globe. To succeed in this emerging milieu, universities require a more refined capacity to engage in such collaborations. Vital to this development is a deeper and more nuanced understanding of what leadership means for such activity, and how it can be encouraged and strengthened. However, to date investigation related to universities' involvement in community engagement has been primarily descriptive, rather than theoretical in focus (Hart, et al., 2009). The present study seeks to advance theoretical understanding in this field by examining the university leadership associated with the development and implementation of community engagement initiatives. The inquiry builds upon Heifetz' (1994) broad view ofleadership as those actions taken within an organization to achieve desired outcomes, and Huxham and Vangen's (2005) concept of "leadership media", which encompasses the structures, processes and people that enable desired outcomes to be achieved within collaborative endeavours. The study adopts Strauss and Corbin's (1990) model of Grounded Theory as a primary methodology to develop this theoretical understanding. This approach was buttressed by multiple complementary methods for data collection and analysis to strengthen the robustness of the thesis. The principle data collection strategy was "convergent interviewing" (Dick, 2008). These findings were systematically compared and contrasted with data derived from secondary sources, survey research and a Delphi (i.e. expert) Panel. Data analysis combined grounded coding with quantitative analysis, visual mapping, narrative development and pattern matching. Findings revealed a multi-level model of leadership, comprised of key factors, both at an institutional (i.e. meso) and individual (micro) level, which appeared to activate and sustain members' involvement in community engagement. The model was conceptualized as the 'Capacity to Engage'. Aligning with Huxham and Vangen's leadership media and other contemporary leadership theory, this capacity provides the impetus and critical resources that facilitates members' initiation of and participation in such activities. Study implications are considered for further theory development and research, as well as policy and practice.
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Alleyne, Kim L. "Developing resident leadership : theory and practice in Boston's neighborhoods." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33008.
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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2005.<br>Includes bibliographical references (p. 95-100).<br>For decades, Boston residents have worked together and organized to strengthen and protect their neighborhoods, often in response to encroaching government policy and local development. The South End's Villa Victoria housing complex is a testament to the work of Puerto Rican residents to gain site control and save the area from demolition under Urban Renewal in 1968. In the 1960s, residents in several communities lobbied the state to stop the destruction of their homes as part of a planned extension of the interstate highway. Today, the Southwest Corridor Park reminds us of that successful organizing effort. It represents the first time federal funds were used to develop a combined open space and transit system.<br>by Kim L. Alleyne.<br>M.C.P.
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Rose, Rickie Lou. "The connection of brain compatible learning theory and leadership." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3175993.
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Thesis (Ed.D.)--Indiana University, School of Education, 2005.<br>Title from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1587. Adviser: L. Burello.
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Jones, Forrest. "Modern Leadership Compared to Historical Leadership Shown Biblically." DigitalCommons@CalPoly, 2011. https://digitalcommons.calpoly.edu/theses/461.
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Modern Leadership Compared to Historical Leadership Shown Biblically
Forrest Jones
This thesis is a comparison between modern leadership and historical leadership. Modern leadership has been differentiated from management since the early 1980’s. Historical leadership is shown by Jesus Christ through the Bible, used as a historical text. Historical leadership was found to have two separate tools used by Jesus Christ which would be useful additions to what leadership today is. The first tool is submission to authority. Most people in positions that would be considered leadership positions do not feel that they need to follow anyone else. Often times they act contrary to a way they have been directed to, because they feel their opinion is the only valid one. The second tool is servant leadership. In addition to believing their opinion is the only valid one, most leaders today consider their own needs before others and are not willing to serve those who they see as their followers.
With the incorporation of submission businesses could function smoother, react quicker to challenges and less conflict would develop between leaders and their authority. With the incorporation of servant leadership, employee retention would increase, quality of work would increase and ultimately more goals would be reached.
Current leadership is much more effective in many areas of business than management. The differentiation between the two areas since the early 1980’s has allowed many businesses to react quicker to a changing market place and ultimately become better businesses. Leadership in its current form is effective, but can we historically infer possible improvements through looking at the example of Jesus Christ historically shown in the Bible?
The conclusion is significant in the business world, because it shows that through servant leadership and submission a high degree of ethics and commitment is shown. The net result of the ethics shown in this manner will increase trust both inside the business and to others who interact with them.
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Javadi, Vahid. "Middle leadership in Malaysian international secondary schools : the intersection of instructional, distributed and teacher leadership." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/48613/.
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This thesis examines middle leadership in four international secondary schools in Malaysia. It focuses on five main areas; roles, responsibilities, role relationships, instructional engagement and leadership involvement. Data were collected through observations, documentary analysis and 52 semi-structured interviews with four principals, 12 heads of department and 36 teachers. The empirical data indicate that the middle leaders’ roles suffer from lack of clarity, with managerial tasks dominating their job scope. Different role interpretations have led to the development of misunderstanding and uneasy relationships between and among the participants. Despite this, and in contrast to the literature, there is more coordination between the middle leaders and the senior leaders, mainly due to the nature of accountability in private international settings. The empirical findings show teaching and learning to be the most powerful feature of the four case-study schools. Among all the themes identified, lesson observations are conducted and taken seriously in all the schools. Criticisms about monitoring persist but the general trend is positive. Time constraints, as suggested by international literature, continue to hamper the work of the participating middle leaders. This thesis holds that autonomy to take and implement decisions is an essential component of distributed leadership. Broadly speaking, the empirical evidence suggests that opportunities for middle leaders and teachers to participate and influence key decisions in their schools are limited. While they claim great autonomy in the domain of the classroom, they report limited satisfactory experience outside it. The observational findings indicate four departmental models; ‘island’ & ‘shopping mall’, in which isolation prevails; ‘solar system’, with its asymmetrical balance of attention; ‘magnet’, where a few are attracted and the rest repelled, and ‘bicycle wheel’, with a hub to which all ‘roads’ lead. The main significance of this thesis is inter-sectionality, which occurs at the interface between autonomy and expertise. This model suggests that the transition from middle management to middle leadership is contingent upon the proportional provision of these two constructs. A lack of equilibrium between autonomy and expertise can influence the extent to which middle-level practitioners can be described as leaders.
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Chase, Linda L. "Factors and Predictors of Collaborative Leadership Competencies of Community College Administrators Based on Complexity Leadership Theory." Thesis, Central Michigan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975955.
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<p> Given that community colleges are facing an increasingly great demand for leaders who possess the core competencies necessary to lead in a turbulent environment, this quantitative study aimed to determine first, community college administrator collaborative leadership competencies, and second, the connection between the use of collaborative leadership competencies and background, leadership, and educational characteristics of community college administrators. The collaboration literature and complexity leadership theory formed the theoretical basis of this study. This research found that community college administrators are repeatedly engaging in complex collaborative initiatives. From an exploratory factor analysis, one collaborative leadership competency emerged as an internally consistent factor, representatively named Multi-Perspective Collaborative Leadership Competency. Significant predictors of this factor score, <i> Multi-Perspective-Score</i>, were the independent variables of <i> position-type-president, position-type-vice-president-or-provost, position-type-dean-or-associate-dean </i>, and <i>highest-degree-earned-master’s</i>. This research empirically analyzed community college administrator collaborative leadership competencies which may aid future researchers, leadership program developers, policy makers, and community college administrators in their endeavors. </p><p>
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Leander, A. Brian. "Intercultural leadership| A mixed methods study of leader cultural intelligence and leadership practices in diversity-oriented churches." Thesis, Eastern University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645746.
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<p> The purpose of this two-phase, sequential mixed methods study was to examine and explain factors relating to leadership in diversity-oriented churches in the United States by obtaining quantitative results from a sample of 65 senior pastors and 92 top-management team members, then follow-up with a multiple case study to explain the results in more depth. The instruments used for quantitative data collection were the 20-item four-factor Cultural Intelligence Scale, the adapted 8-item Openness to Diversity Scale, and the Leadership Practices Inventory. The study's sixteen findings establish significant relationships between leader cultural intelligence, top-management team openness to diversity, and leadership practices, and elucidate how those relationships contribute to a positive organizational diversity climate. In addition, openness to diversity and church polity were discovered to influence TMT perceptions of the senior pastor's leadership practices. Therefore, the findings support the conclusion that investigating intercultural leadership in a domestic organization could reveal new theoretical insights while having implications for leadership practice and organizational effectiveness.</p>
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Hulshult, Nancy Kay. "MORAL LEADERSHIP IN ALTERNATIVE EDUCATION: THEORY AND PRACTICE IN SCHOOL ADMINISTRATION." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1114085889.
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Thesis (Ed. D.)--Miami University, Dept. of Educational Leadership, 2005.<br>Title from second page of PDF document. Document formatted into pages; contains [2], v, 117 p. Includes bibliographical references (p. 94-97).
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Perkins, Joshua L. "The Journey of Male Undergraduate Students in Pursuit of Leadership While in College: A Grounded Theory." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1585880069943557.
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Schurch, Linda Sue. "Seducing Engagement: A Classic Grounded Theory Study of Virtual Leadership." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/243.
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Leading at a distance has emerged concurrently with complex global changes, resulting in the diverse use of technology, virtual teams, and collaboration as a way of solving problems and growing innovative and successful organizations. Little research has been done to explore the perceptions of individuals who lead virtual organizations. In the absence of such research, little is known about effective leadership processes in virtual environments. The purpose of this grounded theory study was to discover an explanatory theory, derived from data, which facilitates an understanding of effective virtual leadership systems and processes. This study used classic grounded theory methodology involving multiple extant data reviews (> 20) and a purposive sampling group of 77 virtual leaders, dispersed globally, who were interviewed using voice-over Internet protocol, phone contacts, and e-mail as data collection methods. The grand tour research question for this study examined issues leaders faced when leading/working virtually and the processes virtual leaders used to resolve the stated issues. Data were analyzed using open coding, sorting, memoing, constant comparative analysis, selective coding, and theoretical sampling. The key finding of this study was a generated theory of seducing engagement, addressing participants' main concern: the process of cultivating success in the virtual worker-learner. Engagement is viewed as a significant variable in successful virtual working, virtual leading, and organizational/company success. The results from this study might be used by global organizations to inform infrastructure and planning for virtual leading; to enhance the knowledge, training, and preparedness of virtual leaders; and to spur further research in a rapidly growing field.
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Hasan, Nadia T. "Understanding Women's Leadership Interests and Goals Using Social Cognitive Career Theory." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302706677.
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Walker, Kristin Marquette. "Perceptions of Leadership: Impact of Leadership Style and Gender on Employee Motivation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1945.
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Researchers suggest that individuals in Corporate America have stereotypes about the ways in which men and women lead. They also have found that a leader's style and gender can impact employees' job satisfaction, performance, and engagement. However, researchers have provided little empirical evidence about the specific relationship of leadership style and gender on employee motivation. The purpose of this quantitative study was to examine the effects of leadership style, as measured by the Multifactor Leadership Questionnaire (MLQ), and a leader's gender on employee motivation, as measured by the Work Preference Inventory (WPI). Because it was assumed that small organizations would elicit higher participation, individuals employed at organizations with fewer than 100 employees were surveyed. After being asked about the gender and specific characteristics of their leaders, participants were asked about their level of motivation via the WPI. A 2x3 ANOVA was performed to determine the main effects of a leader's gender and leadership style on level of employee motivation. Findings revealed that although gender and leadership style do not significantly impact motivation, laissez-faire leadership style is more likely to positively influence motivation when compared to transformational or transactional leadership style. Though statistically insignificant, these findings contribute to the understanding of the relationship of gender, leadership, and employee motivation, an ongoing topic of concern. Social implications of this study include dispelling some of the gender stereotypes distributed by Corporate America. Essentially, effective leadership is not about which gender leads best, but more about deploying leadership skills that will contribute to employee success.
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Finne, Nea. "Needs, identity, and leadership : a theory of conflict and change." Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/3592.
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This PhD dissertation aims to inform theories of conflict and International Relations (IR) by using modified social psychological models of identification and leadership in which needs fulfilment plays a central role. The main hypothesis is that identification with groups and leaders is flexible on the lower needs levels and more lasting on the higher needs levels, and that leadership, to be adaptive, must on the lower needs levels be action-oriented and on the higher levels be relations-oriented. This hypothesis is used to inform group and system level theories. On the group level, the hypothesis reads that due to this pattern of individual identification, cohesive collective action and violence in physiological deprivation requires coercive leadership to make up for the absence of unity, while on the higher needs levels collective violence necessitates manipulative leadership to make up for the absence of real deprivation. On the system level, the hypothesis reads that since the dynamics of collective action depend on the level of needs fulfilment and identification, change in the system can only be understood by examining all three levels of analysis. The first two hypotheses (on the individual and group level) are developed and demonstrated through qualitative case studies on the conflicts of the Sudan/South Sudan and between the former Yugoslav republics. These hypotheses are then used to reconcile the various conflicting theories on each level of analysis as well as to create a comprehensive framework through which the various theories and concepts of IR can be seen as connected to a certain level of needs security/development, and thus as historically and regionally specific.
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Schurch, Linda S. "Seducing engagement| A classic grounded theory study of virtual leadership." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682410.
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<p> Leading at a distance has emerged concurrently with complex global changes, resulting in the diverse use of technology, virtual teams, and collaboration as a way of solving problems and growing innovative and successful organizations. Little research has been done to explore the perceptions of individuals who lead virtual organizations. In the absence of such research, little is known about effective leadership processes in virtual environments. The purpose of this grounded theory study was to discover an explanatory theory, derived from data, which facilitates an understanding of effective virtual leadership systems and processes. This study used classic grounded theory methodology involving multiple extant data reviews (> 20) and a purposive sampling group of 77 virtual leaders, dispersed globally, who were interviewed using voice-over Internet protocol, phone contacts, and e-mail as data collection methods. The <i>grand tour</i> research question for this study examined issues leaders faced when leading/working virtually and the processes virtual leaders used to resolve the stated issues. Data were analyzed using open coding, sorting, memoing, constant comparative analysis, selective coding, and theoretical sampling. The key finding of this study was a generated <i> theory of seducing engagement,</i> addressing participants' main concern: the process of cultivating success in the virtual worker-learner. <i> Engagement</i> is viewed as a significant variable in successful virtual working, virtual leading, and organizational/company success. The results from this study might be used by global organizations to inform infrastructure and planning for virtual leading; to enhance the knowledge, training, and preparedness of virtual leaders; and to spur further research in a rapidly growing field.</p>
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Lombaard, Winnie. "The influence of emotional intelligence theory on contemporary leadership theories." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53650.
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Mini study project (MBA)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: The modern business environment is volatile, fast moving and complex, bringing new
challenges for leadership. Many new theories on leadership were therefore
developed, including emotional intelligence theory. The study focused on the
question whether emotional intelligence theory has influenced the other
contemporary leadership theories or not.
Emotional intelligence theory propagates that there is a wide spectrum of
intelligences that include emotional intelligence, which is defined as the person's
capacity to recognise his own feelings and those of others, for motivating himself and
for managing emotions in himself and in his relationships. Emotional intelligence falls
within four domains, namely self-awareness, self-management, social awareness
and relationship management. Each of these domains can be broken down into
specific emotional intelligence competencies needed for superior performance.
Most traditional leadership research can be classified into one of four approaches,
namely the trait approach, behavioural approach, power-influence approach and
situational/contingency approach. Some traditional theories fall outside of this
classification, while others cut across two or more approaches. Contemporary
leadership theories tend to have a more human approach and a stronger focus on
soft skills.
A comparison was done to establish whether there were any notions similar to the
emotional intelligence competences in the traditional or contemporary leadership
theories and whether these notions have become more important in contemporary
theories than they were in traditional theories.
It was found that the competencies of self-assessment, service orientation and
change catalyst are new concepts that were not found in traditional leadership
theories, while competencies such as emotional self-awareness, self-control,
trustworthiness, adaptability, initiative, empathy, visionary leadership, communication, building bonds and teamwork have gained popularity to some extend
in modern leadership theories. The other competencies either carried the same
weight in traditional theories than in contemporary ones or no specific conclusion
could be reached.
Although there are definite differences between the importance of certain
competences in traditional and contemporary leadership theory, it is not possible to
conclude that these changes are due to the influence of emotional intelligence. It
should rather be hypothesised that these modern theories developed side-by-side
due to the changes in the modern business environment, which provided new
challenges to organisations and leaders, necessitating the development of new
theories. The theories might even have cross-pollinated each other, but it is not
possible to stipulate a direct influence of one on the other.<br>AFRIKAANSE OPSOMMING: Die moderne besigheidsomgewing is wispelturig, vinnig-bewegend en kompleks met
talle nuwe uitdagings vir leiers. Baie nuwe leierskapsteorieë is dus ontwikkel, onder
andere die teorie van emosionele intelligensie. Hierdie studie het gefokus op die
vraag of emosionele intelligensie teorie die ander kontemporêre leierskapsteorieë
beïnvloed het, al dan nie.
Emosionele intelligensie teorie propageer 'n wye spektrum intelligensies wat
emosionele intelligensie insluit. Emosionele intelligensie word gedefinieer as die
persoon se kapasiteit om sy eie en ander mense se gevoelens to herken, om
homself te motiveer en om sy eie emosies en die emosies betrokke in sy
verhoudings te bestuur. Emosionele intelligensie kan verdeel word in vier domeine,
naamlik self-bewustheid, self-bestuur, sosiale bewustheid en verhoudingsbestuur.
Elkeen van hierdie domeine kan verder verdeel word in spesifieke emosionele
intelligensie vaardighede wat nodig is vir voortreflike prestasie.
Meeste tradisionele leierskapsteorieë kan geklassifiseer word onder een van vier
benaderings, naamlik die eienskap benadering, gedrags benadering, mag-invloed
benadering en die situasie I gebeurtenis benadering. Sommige tradisionele teorieë
val buite hierdie klassifikasie, terwyl ander weer oor twee of meer benaderings strek.
'n Vergelyking is gedoen om vas te stelof daar enige neigings soos die emosionele
intelligensie vaardighede in die tradisionele of kontemporêre leierskapsteorieë
voorkom en of the neigings meer belangrik geword het in kontemporêre teorieë as
wat hulle in tradisionele teorieë was.
Dit is bevind dat vaardighede soos self-waardasie, diensorïentasie en
veranderingskatalisator nuwe konsepte is wat nie in die tradisionele leierskapsteorieë
gevind is nie, terwyl vaardighede soos emosionele self-bewustheid, self-beheersing,
betroubaarheid, aanpasbaarheid, inisiatief, empatie, verbeeldingryke leierskap,
kommunikasie, die bou van bande en spanwerk 'n mate van populariteit gewen het in moderne leierskapsteorieë. Die ander vaardighede het óf dieselfde gewig gedra in
tradisionele teorieë as in kontemporêre teorieë, óf daar kon tot geen spesifieke
gevolgtrekking gekom word nie.
Alhoewel daar definitiewe verskille is tussen die belangrikheid van sekere
vaardighede in tradisionele en kontemporêre leierskapsteorieë, is dit nie moontlik om
tot die gevolgtrekking te kom dat die veranderinge as gevolg van die invloed van
emosionele intelligensie teorie is nie. Daar kan eerder gepostuleer word dat hierdie
moderne teorieë sy-aan-sy ontwikkel het as gevolg van die veranderings in the
moderne besigheidsomgewing wat nuwe uitdagings vir organisasies en leiers gestel
het en dus die ontwikkeling van nuwe teorieë genoodsaak het. Die teorieë kon
mekaar selfs gekruiskontamineer het, maar dit is nie moontlik om In direkte invloed
van een op die ander te stipuleer nie.
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Cummins, Paul. "A social identity theory of leadership applied to sport coaching." Thesis, Ulster University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.650085.
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People naturally classify themselves and others into social categories or groups in order to make sense of the world. Group life affects how we engage with others, such that our social identities (group memberships) form a lens through which we evaluate our own and others' behaviours. From exploring the minimal conditions for group discrimination, to understanding how group memberships enable individuals to achieve positive selfesteem, the social identity tradition has been a dominant force in general social psychology. Only recently have researchers begun to explore social identity principles in sport and exercise settings. A gap exists in the sport coaching leadership literature, calling for a model of leadership that accurately encompasses the complex social dynamic that is the sport coaching leadership process. A recent systematic review of the sports coaching leadership literature (Vella, Oades, and Crowe, 2010) revised and presented a new definition of sport coaching leadership. It illustrated the existing gap between the current understanding of sport coaching leadership and the complex social process that is leadership in sport coaching. I directed my research at building upon Vella et ai's conclusions and investigating the existing gap through the application of a social identity leadership model to sport coaching. Coaching leadership is a complex social process. It is possible that coaches with a deep understanding of their team 's social identity, and how to leverage this knowledge within the context of their team, may prove to be more effective leaders. This research applied a social identity leadership perspective to the sport-coaching domain . The overarching research question "Does a relationship(s) exist between perceived social identity levels and sport coaching leadership effectiveness within the team sport domain?" surrounds the group-level leadership process inherently present within the team sport-coaching context, which in turn gives way to a number of more discrete foci summ ing the overall objectives ofthis research. As this I ine of investigation was novel within the research domain and thus would contribute most effectively through base line analysis from which future research could build upon, it was clear that quantitative methodology would be the most appropriate manner of exploring issues pertinent to the major research question. Three quantitative studies were conducted in a staged process using a number of athlete and coach data samples to a) develop a measure of social identity for the sport coaching domain (n = 271 ); b) confirm the measure factor structures using separate purposive data (n = 351) and to examine the relationships between social identity (team and coach), sport motivation, sport confidence and coaching competence; and c) assess social identity
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Beauregard, Philippe. "Beyond cold monsters : a cognitive-affective theory of international leadership." Doctoral thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/36238.
Full textAbstract:
Le leadership est un processus d’influence sociale à travers lequel un acteur qui préconise une position sur un enjeu international entraîne d’autres acteurs à converger vers cette même position. Cette conception du leadership comme un processus de coopération a été négligée dans l’étude de la politique internationale. De plus en plus de faits empiriques révèlent que les États-Unis ne sont pas le seul État qui puisse produire des leaders internationaux, et que les décideurs d’autres États peuvent aussi s’ériger en meneurs. Pourquoi est-ce qu’une personne est motivée à devenir leader? Pourquoi est-ce que les autres acceptent de suivre ce leader, et non quelqu’un d’autre, ou encore choisissent de refuser la position du meneur? Pour expliquer comment le processus de leadership fonctionne, je développe une théorie cognitive-affective du leadership international. Mon argument est que les meneurs ont la volonté de prendre les devants à cause de leurs fortes convictions, et cherchent à persuader les autres acteurs que leur position est représentative de la communauté dont ils font partie. Ceux et celles qui suivent le meneur se rallient à sa position lorsque leurs croyances émotionnelles sont alignées avec celles du leader, lorsque la position et le comportement du leader sont représentatifs de la communauté, et lorsque des mécanismes de persuasion et de résonance émotionnelle les amènent plus près de la position du meneur. Pour vérifier cette théorie, je me concentre sur le processus de leadership entre les puissances transatlantiques : les États-Unis, l’Allemagne, la France, et le Royaume-Uni. J’étudie la coopération entre les décideurs transatlantiques sur des enjeux cruciaux lors de quatre cas de conflits intraétatiques internationalisés: la reconnaissance de la Slovénie, la Croatie et la Bosnie comme États souverains, la médiation pour la paix lors de la guerre entre la Russie et la Géorgie, les sanctions économiques contre la Russie pendant le conflit en Ukraine, et la construction d’une coalition pour réaliser des frappes aériennes contre l’État islamique en Irak et en Syrie.<br>Leadership is a process of social inflence through which an actor advocating for a position on an international issue induces followers to converge on the same position. Leadership in this sense, as a process of cooperation, has been neglected in the study of international politics. An accumulating body of evidence reveals that the United States is not the only state that can produce international leaders, and that policymakers from other states can also take the lead. Why is someone willing to take the lead? Why are other actors willing to follow this leader and not someone else, or just refuse to agree with the leader’s stance? To explain how the leadership process works, I develop a Cognitive-Affective Theory of international leadership. My argument is that leaders are willing to take the lead because of their strong convictions, and seek to persuade their followers that their position is representative of the wider community of which they are part. Followers rally behind the leader when their emotional beliefs align with the leader, when the leader’s position and behavior are representative of the community, and when mechanisms of persuasion and emotional resonance bring them closer to the leader’s position. In order to test this theory, I concentrate on the leadership process among transatlantic powers: the United States, Germany, France, and the United Kingdom. I study the cooperation between transatlantic policymakers on crucial issues that emerged during four cases of internationalized intrastate conflicts: recognition of Slovenia, Croatia and Bosnia as new sovereign states, peace mediation in the war between Russia and Georgia, economic sanctions against Russia during the Ukraine conflict, and construction of a broader coalition conducting air strikes against the Islamic State in Iraq and Syria.
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McGuire, Daniel. "The Story of Trait Theory: Why Leadership Should Never Forget." Miami University Honors Theses / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1111688049.
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Richardson, Taryn Vinet. "Exploring influential experiences in counseling leadership: a grounded theory study." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6630.
Full textAbstract:
Mentorship and previous leadership experiences have been found to serve as factors that contributed to counseling professionals becoming leaders. Historical influences, life philosophy, identity, and resilience also shaped leaders and guided leadership practices. Critical incidents (e.g., difficulties or successes in organizational management or addressing ethical issues); however, are also significant experiences that are considered “a powerful source of counselor development.” To date, researchers have explored critical incidents in counseling graduate students’ training. However, there were no studies that have focused exclusively on the role of critical incident experiences of nationally appointed or elected counselor leaders. Thus, it was not necessarily clear how such incidents contribute to or impede the development of counselor leaders. Therefore, the aim of this grounded theory study was to qualitatively explore critical incidents using the Critical Incident Technique (CIT). The researcher conducted semi-structured interviews to explore experiences that have influenced the counselor leaders’ development, practices, and effectiveness.
Findings from this study represent the experiences of fourteen national leaders in the counseling profession. The present study contributes to the growing literature on counseling leadership and counseling leadership development. Specifically, the Model of Counselor Leaders’ Development and Meaning Making of Significant Experiences (MCLD) seeks to explain counselor leaders’ experiences in leadership. The overall premise of this model is that the following five components are interconnected and ultimately lead to outcomes within the organization and with the leaders’ own growth and development: Personal Factors, Professional Factors, Culture and Climate of Organization, Leader’s Knowledge and Skills, and Decision-Making and Problem-Solving.