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Mitchell, Tyree David, Jasmine Hu, and Lars Johnson. "Diminishing Returns of Leadership Behaviors on Leadership Emergence." Small Group Research 50, no. 6 (September 17, 2019): 759–73. http://dx.doi.org/10.1177/1046496419870600.
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A large body of evidence has concluded that there are positive linear relationships between leadership behaviors and leadership emergence. Drawing on insights from the leadership and teams research, we hypothesized that above certain levels of task-oriented and relationship-oriented behaviors, such behaviors will have diminishing returns for leadership emergence. Hypotheses were tested using a sample of 105 leaderless teams within an assessment center setting. Our results indicate that team members’ behaviors have linear and non-linear relations with leadership emergence. We discovered that the association between relationship-oriented behaviors and leadership emergence in self-managed teams is curvilinear, whereas the association between task-oriented behaviors and leadership emergence is linear but not curvilinear. Overall, the relationships between member behaviors and leadership emergence are more complex than the independent, positive linear relationships observed throughout the literature.
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Mikkelson, Alan C., David Sloan, and Colin Hesse. "Relational Communication Messages and Leadership Styles in Supervisor/Employee Relationships." International Journal of Business Communication 56, no. 4 (January 18, 2017): 586–604. http://dx.doi.org/10.1177/2329488416687267.
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The relational communication messages of intimacy and dominance were used to predict a task and relationship leadership style in supervisors. In the study, 307 participants working in various industries completed measures of relational communication and leadership styles about their direct supervisor. As predicted, intimacy messages were positively related to a relationship-oriented leadership style and dominance messages were positively related to a task-oriented leadership style. Intimacy messages were also linked to a task-oriented style and dominance messages were linked to relationship-oriented style. Regression analysis determined that receptivity/trust was the best predictor of a relationship-oriented style and influence was the best predictor of a task-oriented style. Overall, results demonstrate the need for both intimacy and dominance messages across leadership styles.
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Han, Jiyeong, Jeewhan Yoon, Woojae Choi, and Gyehoon Hong. "The effects of shared leadership on team performance." Leadership & Organization Development Journal 42, no. 4 (March 5, 2021): 593–605. http://dx.doi.org/10.1108/lodj-01-2020-0023.
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PurposeThis study aims to investigate the relationship between shared leadership and team performance at the team level. Drawing on conservation of resources (COR) theory, the authors examine whether shared leadership is associated with team performance through team positive psychological capital (PsyCap). This study further examines whether task-oriented and relationship-oriented shared leadership affect team performance differently.Design/methodology/approachMulti-source survey data were obtained from 92 team leaders and 319 employees. An aggregation approach was used to analyze the data at the team level.FindingsA high level of shared leadership positively influences team performance through the mediation of team PsyCap. Moreover, relationship-oriented shared leadership is positively associated with team performance through team PsyCap, while task-oriented shared leadership is negatively associated with team performance without the mediating effect of team PsyCap.Practical implicationsBy focusing on the negative effects of task-oriented shared leadership and the positive effects of relationship-oriented shared leadership and team PsyCap on team performance, this study suggests new ways to manage team performance effectively and extends shared leadership literature.Originality/valueThis study applied COR theory to analyze the effect of shared leadership mediated by team PsyCap on team performance. It contributes to shared leadership literature by shedding light on the negative effects of task-oriented shared leadership and on the positive aspects of relationship-oriented shared leadership.
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Wirawan, Hillman, Muhammad Tamar, and Elvita Bellani. "Principals’ leadership styles: the role of emotional intelligence and achievement motivation." International Journal of Educational Management 33, no. 5 (July 8, 2019): 1094–105. http://dx.doi.org/10.1108/ijem-04-2018-0127.
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Purpose The purpose of this paper is to investigate the effect of emotional intelligence (EI) and achievement motivation (AM) on elementary school principals’ leadership styles. This study investigates the contribution of EI and AM on the two major leadership categories: the task-oriented and relationship-oriented leadership. Design/methodology/approach This paper is a quantitative study with the implementation of correlation and hierarchical regression analysis. The surveys (i.e. EI scale, AM scale, leadership style questionnaire) were sent randomly to 280 elementary school principals in South Sulawesi, Indonesia, and 90 of them completed the survey (mostly male=77.78 percent). Findings Principals’ EI significantly predicted both task-oriented and relationship-oriented leadership. In contrast, the principals’ AM yielded non-significant results in predicting both task-oriented and relationship-oriented leadership style. The results also suggested that the effect of EI on two major leadership styles (i.e. task- and relationship-orientation) outperformed the leader’s AM. Research limitations/implications This study did not consider the principals’ performance in the analysis. Future studies should also address this issue by considering leadership performance as well as different culture and context. On the other hand, the authors developed new measures rather than using preexisting measures. Although the measures have been constructed according to the scale construction principles and reached an acceptable standard, future research should advance the psychometric property of the scales. Originality/value This study discusses the effect of EI and AM on task- and relationship-orientation leadership. In addition, this study has also brought a new insight into understanding leadership styles in collective culture such as Indonesia.
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Sakkar Sudha, Kiran, and M. Ghazi Shahnawaz. "Narcissism personality trait and performance: task-oriented leadership and authoritarian styles as mediators." Leadership & Organization Development Journal 41, no. 2 (April 6, 2020): 280–93. http://dx.doi.org/10.1108/lodj-09-2019-0399.
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PurposeThe present study explored the direct as well as indirect relationships between narcissism personality trait and performance. Two leadership styles (task oriented and authoritarian styles) were identified as possible mediators.Design/methodology/approachNarcissism was measured by using Narcissistic Personality Inventory (Ames et al., 2006), performance was measured by performance scale (Greene-Shortridge, 2008). Sinha's leadership scale (Sinha, 2008) was used to measure task-oriented and authoritarian leadership styles. 273 senior-level managers of a big public sector Indian organization participated in the study. SPSS 22 and SmartPLS 2.0 were used to analyze the data.FindingsCorrelation result shows that narcissism personality trait was positively related to authoritarian leadership style and negatively to task-oriented leadership style, task performance and teamwork dimensions of performance. Task-oriented leadership style mediated the relationship between narcissism and task performance and teamwork more than the authoritarian leadership style.Originality/valueThe study attempts to empirically test the behavioral manifestation of narcissism personality trait as positive or negative and has considered the whole measure of performance which has not been previously explored. Practical implications were also highlighted beside the theoretical concerns.
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Yukl, Gary, Rubina Mahsud, Gregory Prussia, and Shahidul Hassan. "Effectiveness of broad and specific leadership behaviors." Personnel Review 48, no. 3 (April 1, 2019): 774–83. http://dx.doi.org/10.1108/pr-03-2018-0100.
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Purpose The purpose of this paper is to determine how task-oriented, relations-oriented and change-oriented leader behaviors are related to managerial effectiveness and subordinate job satisfaction, to identify incorrect findings in a recent meta-analysis of these relationships and to verify that leader problem solving is an important task-oriented behavior. Design/methodology/approach In total, 235 employees were surveyed to measure 11 specific behaviors used by their leader, and again two weeks later to measure the two outcome variables. Multiple regression analysis was used to assess how the leader behaviors are related to each outcome. Findings Task-oriented, relations-oriented and change-oriented behaviors were all related significantly to managerial effectiveness, but only relations-oriented behavior was related significantly to subordinate job satisfaction. Problem solving was the task-oriented behavior with the strongest relationship to managerial effectiveness. Recognizing was the least important relations-oriented behavior for job satisfaction. Research limitations/implications Limitations included a convenience sample, common source data and possible effects of unmeasured situational variables. Ways to avoid these limitations in future research are suggested. Practical implications The findings can be used to improve leadership training and development for most managers. Originality/value The results support the idea that examining specific leader behaviors in addition to broad meta-categories can improve leadership theory, research and training.
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Shrestha, Prakash. "Managerial Leadership Qualities in the Financial Institutions of Nepal." Pravaha 25, no. 1 (October 12, 2020): 141–48. http://dx.doi.org/10.3126/pravaha.v25i1.31949.
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Leadership and leaders matters effectively and confidently effect on outcomes ofthe organization. Certain leadership characteristics and qualities are important to improve leadership effectiveness and organizational performance. This study is based on two major qualities of leadership such as relationship-oriented and task-oriented. Developing others, supporting team, identifying the pain and interpersonal skills were taken as dependent variables of relationship-oriented qualities. Likewise, developing self, business acumen, commitment, pursuit of excellence and accountability/focus were taken as dependent variables of task oriented qualities. It was concerned with the managerial qualities of managers working in financial institutions of Nepal (including three commercial banks, three development banks, three finance companies, and three insurance companies). In total 60 managers (5 of each organization) and 120 (10 of each organization) were the respondents. Their opinions were used for analysis purposes in this study. The Likert-scale questionnaire was used as the tool for data collection. It was composed of five points showing 5 represents strongly agree to 1 indicates strongly disagree. The empirical results of this study indicated that on the basis of relationship-oriented, "identifying the pain" was the most desirable quality of leaders (managers) by employees whereas on the basis of task-oriented, “pursuit of excellence" was the most desirable quality of leaders (managers) from employee perspective of the financial institutions of Nepal. Based on managers ‘perspective, the most desirable quality of leaders was "interpersonal skills" in terms of relationship-oriented leadership qualities, whereas in terms of task oriented qualities, the most desirable quality of leaders by the manager was" commitment". The leadership qualities are best while targeting to accomplish the organizational task on time.
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Tabernero, Carmen, M. José Chambel, Luis Curral, and José M. Arana. "The Role of Task-Oriented Versus Relationship-Oriented Leadership on Normative Contract and Group Performance." Social Behavior and Personality: an international journal 37, no. 10 (November 1, 2009): 1391–404. http://dx.doi.org/10.2224/sbp.2009.37.10.1391.
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In this paper we examine how groups develop normative contracts based on beliefs about the obligations other members of the group must fulfil in order to achieve group goals. The role played by perceived leadership – task- or relationship-oriented – was analyzed in relation to the development of relational normative contract and group performance. The study sample comprised 72 participants (24 groups of 3 members). A member of each team received training to be a group leader (task- or relationship-oriented leader). All groups worked on a simulation program: a complex decision-making managerial task. Group regulatory variables and group processes were evaluated during the simulation. Results showed that task-oriented leaders effected higher group efficacy and positivism among members of the group. In contrast, relationship-oriented leaders effected greater cohesion between the group's members. The final group performance is explained from the perspective of group efficacy and the relational normative contract.
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Molero, Fernando, Isabel Cuadrado, Marisol Navas, and J. Francisco Morales. "Relations and Effects of Transformational Leadership: A Comparative Analysis with Traditional Leadership Styles." Spanish Journal of Psychology 10, no. 2 (November 2007): 358–68. http://dx.doi.org/10.1017/s1138741600006624.
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This study has two main goals: (a) to compare the relationship between transformational leadership and other important leadership styles (i.e., democratic versus autocratic or relations- and task-oriented leadership) and (b) to compare the effects of transformational leadership and the other styles on some important organizational outcomes such as employees' satisfaction and performance. For this purpose, a sample of 147 participants, working in 35 various work-teams, was used. Results show high correlations between transformational leadership, relations-oriented, democratic, and task-oriented leadership. On the other hand, according to the literature, transformational leadership, especially high levels, significantly increases the percentage of variance accounted for by other leadership styles in relevant organizational outcome variables (subordinates' performance, satisfaction and extra effort).
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Park, Daewoo. "Sex-Role Identity and Leadership Style: Looking for an Androgynous Leadership Style." Journal of Leadership Studies 3, no. 3 (July 1996): 49–59. http://dx.doi.org/10.1177/107179199700300306.
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This study examines the relationship between sex-role identity and leadership style by developing an androgynous leadership style model. Previous leadership studies indicate that stereotypically masculine behaviors characterize task-oriented leadership style and that stereotypically feminine behaviors (relations-oriented leadership style) are devalued. In contrary to them, this study suggests that an androgynous leadership style can be the most appropriate for achieving high performance and effectiveness in many organizations.
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Sari, Santi Retno. "KONFLIK DAN KINERJA KARYAWAN." Jurnal Riset Manajemen dan Bisnis (JRMB) Fakultas Ekonomi UNIAT 3, no. 3 (October 31, 2018): 431–40. http://dx.doi.org/10.36226/jrmb.v3i3.162.
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The purpose of this paper is to examine the relationships to which leadership style (task and relations oriented leadership) moderate the impact of conflict on employee performance. Data were collected from 92 employees in different job levels. Partial least squares variance-based structural equation modeling (PLS-SEM) was used to test the relationship in the models. The results showed that task and relation conflict was associated with employee performance. The research findings also showed that leadership styles moderated the relationship between conflict and employee performance. This study offers implications for managerial practices. Practical implications and suggestions described in the paper
Keywords: leadership style, conflict, performance.
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Faisal, Dr Abdullah, Muhammad Azeem, Farrukh Aysha, Farrukh Amina, Dr Farhat Saleem, and Rubina Nadeem. "Impact of Educational Leadership on Institutional Performance in Pakistan." Journal of Public Administration and Governance 2, no. 1 (January 2, 2012): 57. http://dx.doi.org/10.5296/jpag.v2i1.1385.
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PurposeThis study was undertaken to identify and describe the impact of leadership behaviour of educational leaders (both relation-oriented and task-oriented) along with demographics on institutional performance for the fulfilment of goals of education as envisaged in national documents.Research Design/MethodologyThree questionnaires namely Leadership Behaviour Description Questionnaire (LBDQ), Institutional Performance Questionnaire (IPQ) and Leadership Demographics Checklist (LDC) were developed for the collection of data. The validity and reliability of the instruments was ensured through experts’ opinions and pilot testing. All educational administrators working in educational institutions—schools, colleges situated at district and provincial level formed the population for this study. The population of study was consisted of Principals of Higher Secondary Schools, Degree Colleges and Colleges of Education, District Educational Officers (DEOs), Executive District Officers (EDOs), and their subordinates [DEOs, Dy. DEOs, AEOs and Superintendents] respectively. Leadership Demographics (attributes + situational factors) Checklist was administered to 171educational leaders and 1368 their subordinate / teaching staff. For gathering quick and reliable data all three questionnaires were routed through Additional Secretary (Schools), Education Department. Using that channel more than 90 % data were collected from the field.Major FindingsThe findings of the study revealed that both Relation-Oriented and Task Oriented Behavioural dimensions of educational leaders of the study directly relate to their leadership effectiveness. This evidence also suggests that the strong relationship between these two variables is optional for high leadership effectiveness for achieving the objectives of the organization. The correlation r =.73 shows a strong positive relationship between relation oriented behaviour of educational leaders and institutional performance. Whereas, the correlation r=.74 shows that there is also a strong relationship between task oriented behaviour of educational leaders and institutional performance. Comparison of both behaviours shows that comparatively second relationship is stronger than the previous one even instead of a little difference between their values. Therefore task oriented behaviour of educational leaders has better impact on the performance of institution rather than relation oriented behaviour of educational leaders and institutional performance. Whatsoever are the factors other than educational leaders, the impact of educational leaders on institutional performance cannot be easily ignored. Originality/ValueGiven the findings in this study, a relatively straight forward profile of educational leaders on institutional performance emerges. An effective educational leader according to this study is one who has Task-Oriented Behaviour which reflects the behaviour of the leader as high on relationship i.e. high on consideration, better with professional qualification, interaction with Subordinates/teaching staff enjoyable academic freedom that acts as catalyst in the use of potential of the staff for better instructional efficiency.
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Cansoy, Ramazan. "The Relationship between School Principals’ Leadership Behaviours and Teachers’ Job Satisfaction: A Systematic Review." International Education Studies 12, no. 1 (December 28, 2018): 37. http://dx.doi.org/10.5539/ies.v12n1p37.
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This systematic review aims to investigate the relationship between school principals’ leadership behaviours and teachers’ job satisfaction. With this purpose, studies that focused on this relationship in the literature were examined. Twenty-seven studies found in different databases (i.e. ERIC, WOS, SCOPUS and ULAKBİM) were included in the analysis. These studies mostly focused on the relationships between school principals’ transformational and interaction leadership behaviours and teachers’ job satisfaction. Additionally, job satisfaction was also studied in relation to servant leadership, ethical leadership, distributive leadership, individual- and task-oriented leadership and school leadership behaviours. Based on the findings of the studies examined, school principals’ transformation leadership behaviours were found to have stronger relationships with teachers’ job satisfaction compared to interactional leadership behaviours and were an important predictor of job satisfaction. Negative relationships were revealed between laissez-faire leadership and job satisfaction. On the other hand, school principals’ servant leadership and ethical leadership behaviours were found to be important variables in ensuring job satisfaction. Lastly, school principals’ administrative behaviours that encourage participation and are flexible, sharing leadership at school, and exhibiting individual-oriented and supportive leadership behaviours were revealed to enhance teachers’ job satisfaction.
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Mujtaba, Bahaudin G. "Leadership Orientation of Afghan and Japanese Respondents: A Study of “Guzaara†or Getting Along in Asia." Information Management and Business Review 11, no. 1 (June 15, 2019): 24–39. http://dx.doi.org/10.22610/imbr.v11i1.2845.
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The purpose of this paper is to analyze the leadership tendencies of Afghan and Japaneserespondents by exploring their task and relationship orientations. While there are many published studies onthe Japanese work culture and leadership practices, research about Afghan working adults is limited. Usingthe Style Questionnaire, this research collected and compared the leadership orientations of 400 respondentsfrom each country based on national culture on the task and relationship-orientation continuums. To deepenthe understanding of Afghan leadership tendencies, we explore their culture of “guzaara†(getting along)practices. Similarly, we discuss the Japanese concept of “ba†(interactive knowledge creation) as one exampleof a best practice that can be benchmarked by others in society. Both Afghanistan and Japan are high-contextcultures; therefore, people are expected to be more relationship-oriented. While respondents from bothcountries do have a stronger focus on their relationships, data shows that Afghans have a significantly higherscore on both the task-orientation as well as relationship-orientation continuums, compared to their Japanesecounterparts. Implications, recommendations and limitations of the study are provided. The findings thatJapanese and Afghan employees are indeed focused on their relationships, and that they have a moderatelyhigh task orientation scores, are useful for managers and expatriates working in these two Asian countries.
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Calvo, Concepción, and Gabriela Topa. "Leadership and Motivational Climate: The Relationship with Objectives, Commitment, and Satisfaction in Base Soccer Players." Behavioral Sciences 9, no. 3 (March 19, 2019): 29. http://dx.doi.org/10.3390/bs9030029.
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The objective of the present study is to analyze non-professional soccer players’ preferences regarding coach leadership style and motivational climate and to determine the relationship of these variables with players’ satisfaction, sport commitment, and sport objectives. The participants were 151 players, aged between 10 and 24 years, divided into five categories: Alevín, Infantil, Cadet, Feminine, and Juvenile, all belonging to the Aragonese Soccer Federation. The participants completed questionnaires assessing their perception of their coach’s leadership style, the team’s motivational climate, their individual satisfaction, degree of sport commitment, and sport objectives. The results show that the leadership styles of training and instruction (M = 3.98, SD = 0.43) and positive feedback (M = 4.02, SD = 0.53) are the most valued by the players in all categories. The training and instruction leadership style had the highest correlations with task-oriented motivational climate (r = 0.40). The findings of the regression analysis show that a training and instruction leadership style and a task-oriented motivational climate significantly predict players’ satisfaction (13.3%) and sport commitment (14.5%).
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Ruzgar, Nilufer. "The Effect of Leaders’ Adoption of Task-Oriented or Relationship-Oriented Leadership Style on Leader-Member Exchange (LMX), In the Organizations That Are Active In Service Sector: A Research on Tourism Agencies." Journal of Business Administration Research 7, no. 1 (April 11, 2018): 50. http://dx.doi.org/10.5430/jbar.v7n1p50.
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It is essential in all organizations to provide integration of human resources and the organization, in terms of organizational effectiveness. In organizations that are active in service sector, this integration is especially important because of the fact that the employees are in face-to-face relationship with the customers. In this sense, the extent of responsibility on managers/leaders, is really important. Managers/leaders in organizations can adopt a leadership style and behave as “Task (Work) Oriented” or “Employee (Relationship) Oriented”. The style that is adopted by the leader, has a considerable effect on their relationship with employees.Leader-member Exchange Theory (LMX) is the leading theory that scrutinizes endogeneity and exogeneity. LMX, codes human resources as inner-group and outer-group in the context of leader-member exchange. The leadership styles that are adopted by the managers, have great impact on the exchange among leaders and subordinates. Thus, the subordinates perceive their situation either inner-group members or outer-group members.The purpose of this study, is to find out the effect of the leadership style that is adopted by the managers on Leader-Member Exchange (LMX). In this context, a survey method is applied to the tourism agencies that are active in Yalova, Turkey. The survey consists Fiedler’s LPC (least preferred co-worker) measure, Leader-member Exchange measure and demographical questions. According to the results, there is no statistically significant effect of Task Oriented leadership style on Self Oriented dimension of LMX. On the other hand, it has been found that there is statistically significant effect of Relationship Oriented Leadership Style on Self Oriented dimension of LMX.
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Huynh, The Nguyen, and Nguyen Thuy An Hua. "The relationship between task-oriented leadership style, psychological capital, job satisfaction and organizational commitment: evidence from Vietnamese small and medium-sized enterprises." Journal of Advances in Management Research 17, no. 4 (July 14, 2020): 583–604. http://dx.doi.org/10.1108/jamr-03-2020-0036.
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PurposeThis study examines the relationship between task-oriented leadership style, psychological capital, job satisfaction and organizational commitment: evidence from Vietnamese small and medium-sized enterprises.Design/methodology/approachThe method employed in the research is the Structural Equation Modeling (SEM) for testing hypotheses of data collected from a sample of 800 employees working in small and medium-sized enterprises in Vietnam.FindingsThe results show that the task-oriented leadership style has a positive impact on organizational commitment, limits job satisfaction and no obvious association with the psychological capital of employees. Besides, job satisfaction and psychological capital play an important role in the organizational commitment of employees in small and medium-sized enterprises of Vietnam.Originality/valueThis paper aims to shed light on a less fully explored topic for organizational behavior in small and medium-sized enterprises in emerging markets like Vietnam. In contrast to extensive studies on the participative and supportive leader, this study focuses on task-oriented leadership style in the testing and analysis to understand the theory of leadership style, psychological capital, job satisfaction and organizational commitment in emerging markets and provides more knowledge on employee behavior management for companies in Vietnam. This is a unique contribution to the original value of this article.
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Chiaburu, Dan S., Troy A. Smith, Jiexin Wang, and Ryan D. Zimmerman. "Relative Importance of Leader Influences for Subordinates’ Proactive Behaviors, Prosocial Behaviors, and Task Performance." Journal of Personnel Psychology 13, no. 2 (January 2014): 70–86. http://dx.doi.org/10.1027/1866-5888/a000105.
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We meta-analytically examine the relationships between three forms of leader influence, contingent reward (transactional), leader-member exchange (LMX; relational), and transformational (change-oriented) on subordinates’ proactive behaviors. Using non-self-reported data from a combined sample of more than 9,000 employees, we confirm positive relationships between leader influences and employee proactive outcomes. We examine the extent to which one leadership influence is stronger than the others in promoting subordinate proactivity. By combining our new meta-analytic data with existing meta-analytic correlations, we further investigate the extent to which various leadership predictors are differentially related to proactive and prosocial contextual performance, and to task performance. For all outcomes, there are only minimal differences between the contingent reward, LMX, and transformational leadership predictors. Using our results, we propose future research directions for the relationship between leader influences and subordinate work effectiveness.
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Ding, He, and Enhai Yu. "Subordinate-oriented strengths-based leadership and subordinate job performance: the mediating effect of supervisor–subordinate guanxi." Leadership & Organization Development Journal 41, no. 8 (September 8, 2020): 1107–18. http://dx.doi.org/10.1108/lodj-09-2019-0414.
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PurposeThe aim of the present study was to examine the association of subordinate-oriented strengths-based leadership (SSBL) with subordinates’ job performance (task performance and innovative behavior) as well as the meditating role of supervisor–subordinate guanxi (SSG) in these relationships.Design/methodology/approachSelf-report data on SSBL, SSG, task performance and innovative behavior were gathered from 642 Chinese employees working in various Chinese enterprises. Structural equation modeling was used to analyze the data.FindingsThe results indicated that SSBL is positively related to subordinates’ job performance (task performance and innovative behavior). Furthermore, SSG partially mediated the relationship of SSBL with task performance and with innovative behavior.Originality/valueThis study is the first to empirically examine the relationship of SSBL with job performance. In addition, this study adds to the knowledge on the SSBL–job performance linkage by investigating the mediational effect of SSG on the relationship.
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Moh. Holil, S.Pd, M.Pd, Moh Holil, S. Pd, M. Pd. "PENGARUH PERILAKU KEPEMIMPINAN KEPALA SEKOLAH TERHADAP DISIPLIN KERJA GURU." Jurnal Penelitian Kebijakan Pendidikan 10, no. 2 (November 16, 2018): 29–46. http://dx.doi.org/10.24832/jpkp.v10i2.173.
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AbstrakPenelitian ini bertujuan untuk menganalisis pengaruh perilaku kepemimpinan kepala sekolah berorientasi tugas terhadap disiplin kerja guru, menganalisis pengaruh perilaku kepemimpinan kepala sekolah berorientasi hubungan manusia terhadap disiplin kerja guru, dan menganalisis pengaruh perilaku kepemimpinan kepala sekolah berorientasi tugas dan hubungan manusia secara simultan terhadap disiplin kerja guru. Populasi dalam penelitian ini semua guru yang tersebar di semua Sekolah Dasar Negeri di Kecamatan Pagelaran. Pengambilan sampel menggunakan teknik random sampling didapat sebanyak 67 responden. Pengumpulan data menggunakan kuesioner dan analisis menggunakan model persamaan regresi linier ganda. Hasil penelitian diperoleh ada tiga. Pertama, perilaku kepemimpinan berorientasi tugas berpengaruh signifikan dengan sumbangan efektif sebesar 79,50% terhadap disiplin kerja guru. Kedua, perilaku kepemimpinan berorientasi hubungan manusia berpengaruh signifikan dengan sumbangan efektif sebesar 48,00% terhadap disiplin kerja guru, Ketiga, secara bersama-sama perilaku kepemimpinan kepala sekolah berorientasi tugas dan hubungan manusia berpengaruh signifikan terhadap dispilin kerja guru, dengan nilai koefisien korelasi (R) sebesar 0,895 dan R square (R2) sebesar 0,801 yang berarti bahwa 80,10% disiplin kerja guru ditentukan oleh perilaku kepemimpinan kepala sekolah berorientasi tugas dan hubungan manusia secara bersama-sama, dan sisanya 19,90% ditentukan oleh faktor-faktor lain.AbstrackThis study aims to analyze the influence of leadership-oriented headmaster behavior towardteacher’s work discipline, to analyze the influence of leadership behavior of headmaster oriented human relationship to teacher work discipline, and to analyze the influence of leadershipbehavior of headmaster oriented task and human relationship simultaneously to teacher work discipline. Population in this research all teachers spread in all public elementary school in sub-district of Pagelaran. Sampling used is random sampling technique obtained as many as 67 respondents. Data were collected using questionnaire and analysis using multiple linear regression equation model. The results obtained three. First, task-oriented leadership behaviors have significant influence with effective contribution of 79.50% to teacher work discipline. Second, the behavior of leadership-oriented human relations have a significant effect with the effective contribution of 48.00% to the discipline of teachers work, Third, together the leadership behavior of headmaster task-oriented and human relations have a significant effect on teacher work dispilin, with the value of correlation coefficient (R ) of 0.895 and R square(R2) of 0.801, which means that 80.10% of the discipline of teachers is determined by the task- headed leadership behaviors of principals and human relations together, and the remaining 19.90% is determined by other factors.Â
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Yan, Jun, and Ritch L. Sorenson. "Collective entrepreneurship in family firms: The influence of leader attitudes and behaviors." New England Journal of Entrepreneurship 6, no. 2 (March 1, 2003): 37–51. http://dx.doi.org/10.1108/neje-06-02-2003-b007.
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Collective entrepreneurship is the synergism that emerges from a collective and that propels it beyond the current state by seizing opportunities without regard to resources under its control (Stevenson and Jarrillo 1990). This study provides a conceptual model of collective entrepreneurship and its relationship with leadership and team dynamics in the context of a small family business. It proposes two types of prerequisites for collective entrepreneurship: attitudinal and behavioral. The attitudinal prerequisite is family business members’ commitment to the family business. The behavioral prerequisite includes collaboration and task conflict among family business members. Further, the article argues that leadership behaviors directly affect the attitudinal and behavioral prerequisites, and indirectly affect collective entrepreneurship. Specifically, relations- oriented and participative leadership have positive, indirect effects on collective entrepreneurship. Task-oriented leadership has both positive and negative, indirect effects on collective entrepreneurship. An empirical study of 271 small family businesses in the United States confirmed most of the hypotheses.
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Islam, Rabiul, Muhammad Fuad Othman, Nazariah Osman, and Md Abu Raihan. "IMPACT OF GLOBAL LEADERSHIP BEHAVIORS ON PERFORMANCE OF MULTINATIONAL COMPANIES." Humanities & Social Sciences Reviews 7, no. 3 (May 30, 2019): 661–70. http://dx.doi.org/10.18510/hssr.2019.7397.
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Purpose of Study: The aim of this study is to influence the global leadership behaviors on performance in multinational companies. The leadership of multinational companies has become a prominent issue in the 21st century. Organizational performance depends on the leadership style and behavior of the organization. It is also viewed as the survival and profitability of an organization in which its measurement is primary both in manufacturing and services. On the other hand, transactional leadership focuses mainly on goal attainment and transactional leaders are focused on task completion and have fewer emphasis on the emotions and challenges of subordinates or employees.
Methodology: The data for this study were obtained from existing literatures on the impact of global leadership behaviors on the performance of multinational companies. The methodology heavily relied on existing previous literatures on the subject being dealt with.
Results: Transactional leadership was explicated as the style of leadership that focuses on meeting specific goals or performance criteria and the development of followers and their needs. Relations-oriented leaders are different from task-oriented leaders. On this side of the spectrum, relations-oriented leaders tend to focus more on developing a close relationship with their employees.
Implications: Transactional leadership style lacks supervision and influence on subordinates from leaders, as they indulge themselves from any situation that threatens or confronts them; therefore, the responsibilities are shifted on the employees.
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Bartkus, Kenneth R., Roy D. Howell, C. R. Michael Parent, and Cathy L. Hartman. "Managerial Antecedents and Individual Consequences of Group Cohesiveness in Travel Service Selling." Journal of Travel Research 35, no. 4 (April 1997): 56–63. http://dx.doi.org/10.1177/004728759703500409.
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A latent variable structural equation model describing the relationship between managerial actions, group cohesiveness, and selected job-related outcomes was developed and tested using a sample of travel agents. The results of the analysis indicated that cohesiveness influences a variety of salient outcomes, including organizational commitment, job satisfaction, motivation, and role stress. Consistent with some prior research, the relationship between cohesiveness and selling performance was not significant. The results also showed that management actions in the form of task-oriented and relationship-oriented leadership directly influence cohesiveness. Managerial implications are discussed.
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Mujtaba, Bahaudin G., Tipakorn Senathip, and Jatuporn Sungkhawan. "Task and Relationship Orientation of Professionals in Afghanistan and Thailand." Business Ethics and Leadership 5, no. 2 (2021): 6–20. http://dx.doi.org/10.21272/bel.5(2).6-20.2021.
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The purpose of this paper is to analyze the leadership styles and approaches that are linked to Afghan and Thai respondents by exploring their task and relationship orientations to glean best practices for application in the war-torn nation of Afghanistan. To continue gathering more data, we have consistently been using Northouse’s Style Questionnaire to collect responses from different cultures over the past two decades. More specifically, for this latest study, we compared the leadership orientations of working adult respondents from Thailand and Afghanistan based on their nationality and socialization in each culture on the task and relationship-orientation continuum of leadership. To gain practical insights across these two Asian cultures, we reflect and explore the Afghan orientation and compare it with the cultural practices of people in Thailand, where politicians have managed their political affairs more peacefully with their neighbors. Both Afghanistan and Thailand’s cultures are rooted in thousands of years of Asian philosophies, and both are high-context and collective; therefore, people are presumed to be more relationship-oriented, and this study found statistically significant support for this presumption. While respondents from both countries do have a stronger focus on their relationships, data shows that their task orientation is significantly lower. Analysis, recommendations for inclusion training, dealing with societal / workplace mobbing, and the study’s limitations are presented toward the end of the paper. The findings are useful for training purposes with managers, political leaders, and expatriates working in these two South and East Asian countries. For example, currently the political leaders in Afghanistan are working with the international community to unite all Afghans so they can become less dependent on foreign forces to keep the country peaceful. As such, they can capitalize on their task and relationship orientation skills to work on this gigantic task. Similarly, as of May 2021, Thailand has been experiencing another wave of the Covid-19 coronavirus, with about 10,000 infection cases on some days; as such, Thai leaders have to build strong relationships with everyone in the country to effectively manage this task of limiting the spread of this deadly infection through strict quarantine rules and quick vaccination of their large population.
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김현진 and 전용관. "The Effects of Task-Oriented and Relationship-Oriented Principal Leadership on Teacher Satisfaction Through School Organizational Climate and Teacher Efficacy." Journal of Korean Teacher Education 28, no. 3 (September 2011): 79–99. http://dx.doi.org/10.24211/tjkte.2011.28.3.79.
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Tremblay, Michel, Marie-Claude Gaudet, and Christian Vandenberghe. "The role of group-level perceived organizational support and collective affective commitment in the relationship between leaders’ directive and supportive behaviors and group-level helping behaviors." Personnel Review 48, no. 2 (March 4, 2019): 417–37. http://dx.doi.org/10.1108/pr-06-2017-0172.
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Purpose The purpose of this paper is to examine a model linking directive and supportive leadership to group-level helping behaviors via group-level perceived organizational support (GPOS) and collective affective commitment (CAC). Design/methodology/approach Using data from 115 business units of an international retailer, the authors tested and compared the theoretical model against more parsimonious solutions using χ² difference tests. The hypotheses were examined within a structural model. Findings The results show that GPOS acts as a mediator in the relationship between leadership behaviors and CAC and between directive leadership and group-level helping behaviors. Supportive leadership is directly related to CAC and group-level helping behaviors. Research limitations/implications Implications of these findings for research on supportive and directive leadership are discussed. Originality/value This paper proposed a model that examined intermediate linkages between directive and supportive leadership and group-level helping behaviors. In doing so, the authors provide a preliminary response to recent calls for examination of mediators of task-oriented and relations-oriented leadership effects (Judge et al., 2004).
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Ahmed, Riaz, and Noor Azmi bin Mohamad. "Differentiating between Leadership Competencies and Styles." International Journal of Information Technology Project Management 7, no. 1 (January 2016): 58–71. http://dx.doi.org/10.4018/ijitpm.2016010105.
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Literature reveals a number of confusions within the area of project management regarding the use of terminology and differing interpretations, concerning leadership competencies and leadership styles. In project management literature, many empirical studies have examined the influence of leadership competencies or styles, but yet any substantial review study has rarely been conducted to differentiate between leadership competencies and styles. This study aims to differentiate between leadership competencies and leadership styles in project management literature. This study found that the project manager's leadership terms including competence, competency, competencies, and styles have frequently been used in project management literature. Furthermore, literature has been synthesized to provide more familiarity and understanding on leadership competencies and styles. Findings indicate that leadership competencies and styles are two different things but a few characteristics are common between both the terms. Furthermore, leadership competencies are more suitable for task-oriented activities and leadership styles are more appropriate for relationship-oriented factors. This study has implications for the future directions to identify differences between project manger's average and superior performance through comparison of leadership competencies and styles.
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Lichtenthaler, Philipp Wolfgang, and Andrea Fischbach. "Leadership, job crafting, and employee health and performance." Leadership & Organization Development Journal 39, no. 5 (July 2, 2018): 620–32. http://dx.doi.org/10.1108/lodj-07-2017-0191.
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Purpose The purpose of this paper is to integrate the effects of top-down leadership and employees’ bottom-up job crafting behaviors on employee health and performance. The authors expected that employees’ promotion- and prevention-focused job crafting act as intervening mechanisms linking top-down employee-oriented leadership with employee health and performance. Design/methodology/approach Multi-source data were collected among n=117 independent employee-leader dyads. Findings Promotion-focused job crafting was positively and prevention-focused job crafting was negatively related to employees’ health and performance. Employee-oriented leadership was positively related to promotion-focused job crafting but unrelated to prevention-focused job crafting. Employee-oriented leadership was indirectly related to health and performance through promotion-focused job crafting. Moreover, promotion-focused job crafting had the strongest positive impact on adaptive performance, followed by proactive and then task performance, while prevention-focused job crafting had the strongest negative impact on task performance followed by proactive and then adaptive performance. Research limitations/implications Despite the cross-sectional study design, results reveal how employee-oriented leadership is related to employee health and performance through promotion-focused job crafting. Practical implications Organizations need employee-oriented leaders, who facilitate promotion-focused job crafting, which helps employees to perform well while staying well. Originality/value This study adds to the literatures on job crafting, leadership, and employee health and performance by explicating intervening processes in these relationships. It adds to research on the extended job demands-resources job crafting model by showing, that promotion- and prevention-focused job crafting has different relationships with antecedents (i.e. leadership) and outcomes (i.e. health and performance).
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Ceri-Booms, Meltem. "Context and person-oriented leader in teams: a meta-analytical review." Team Performance Management: An International Journal 26, no. 1/2 (March 12, 2020): 91–121. http://dx.doi.org/10.1108/tpm-11-2019-0111.
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Purpose The research studies the role of contextual moderating variables on the relationship between person-oriented leadership behaviors (POLBs) and team performance. The authors claim that the varying effect sizes between POLBs and team performance are large because of the context the team is functioning in. Therefore, based on the framework of Johns (2006), this paper aims to investigate the moderating role of the relevant demographic (leader gender), social (in-group collectivism and team size), task (skill differentiation) and methodological (common method bias and the rater of the team performance) contextual variables in the study. Design/methodology/approach The authors accumulated evidence from 48 independent primary studies (N team = 4,276) to run the meta-analytic analyses. The authors followed the procedures described by Schmidt and Hunter (2015). For the categorical moderators, the analyzes were aided by the Hunter–Schmidt meta-analysis programs (2.0) (Schmidt and Le, 2014), which is an interactive software using a random-effects model. In the analyzes for the continuous moderators, the authors used Lipsey and Wilson’s (2001) statistical package for the social sciences macros and run meta-regressions using a random-effects model with unrestricted maximum likelihood. Findings The results indicate that the relationship weakens when female leaders exhibit these behaviors and when the team size increases. On the other hand, in-group collectivism strengthens the relationship. The study also found that the common method bias and the assessment method of the team performance are significant moderators altering the relationship. Practical implications The study highlights the perceptual differences and biases based on leader gender. Acknowledging these biases may help practitioners to appreciate the female qualities in leadership and decrease the undervaluation of female effectiveness. To create high-performing teams, leaders in high in-group collectivist countries are expected to develop a family feeling in the team by showing their concern for personal issues and build close interpersonal relationships. Researchers should use multiple sources to assess the predictor and criterion variables and also opt for more objective assessment methods for team performance. Originality/value With this study, the authors follow a substantively different perspective compared to the past meta-analytic reviews on this relationship. Rather than testing the inquiry whether there is a relationship between the two variables, the authors specifically focus on the role of contextual moderating variables. Several researchers have acknowledged that contextual considerations are critical in leadership-team performance research. Nevertheless, the body of research remains to be not cohesive. Thus, the study answers a call in the leadership area for a more context-based and cohesive understanding of the effects of leadership on team performance.
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Powers, Angela. "The Effect of Leadership Behavior on Job Satisfaction and Goal Agreement and Attainment in Local TV News." Journalism Quarterly 68, no. 4 (December 1991): 772–80. http://dx.doi.org/10.1177/107769909106800418.
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A study of local news staff members from competitive television markets in the Midwest compares effects of leadership styles on whether workers are satisfied with their jobs, achieve organizational goals or agree with news managers on goals. News managers emphasized both relationships and task accomplishment, but relationship-oriented managers were more often associated with job satisfaction and accomplishment of newsroom goals. Respondents (to a survey questionnaire) said they were more satisfied with their work when they reached department goals and when they agreed with their news directors on the priority of those goals.
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Andronic, Oana Georgiana, and Dănuț Dumitrașcu. "The Relationship Between Leadership and Employees." International conference KNOWLEDGE-BASED ORGANIZATION 23, no. 1 (June 20, 2017): 348–53. http://dx.doi.org/10.1515/kbo-2017-0057.
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Abstract The leadership style and the thereof oriented behavior pattern represents the basic attitude in which a person exercises its leadership tasks. There are a series of different leadership styles with numerous explanation attempts aiming to present a model for a successful leadership behavior. The worldwide trend leads in the direction of Management by Delegation with clear operating principles which is nowadays the central point of all general interests concerning this topic but a thorough documentation regarding the different leadership styles is the starting point for each manager when trying to build a good relation with the employees. A well-defined and applied leadership style will influence the working behavior of the employees and in turns lead to a better functioning of the whole organization. The knowledge-based organization needs to be up to date with both the oldest and the newest theories concerning leadership so it can create a working relationship with its employees. The present paper aims to present the main aspects concerning leadership, leadership styles and concepts in order to find the best way of creating a successful relationship between leadership and employees by strengthening the individual responsibility of each employee and hence improving the functioning of an organization.
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Lambert, Steve. "Emotional awareness amongst middle leadership." Journal of Work-Applied Management 12, no. 2 (May 26, 2020): 233–43. http://dx.doi.org/10.1108/jwam-02-2020-0009.
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PurposeThe purpose of this viewpoint paper is to explore middle leaders' ability to recognise emotions in the context of workplace research, and to propose measures that might support them in their role.Design/methodology/approachThis paper combines a contemporary literature review with reflections from practice to develop more nuanced understandings of middle leadership. This paper applied the Geneva Emotional Recognition Test (GERT) to explore the level of emotional recognition of 86 individuals (teachers to headteachers (equivalent to school principals)).FindingsThe preliminary findings suggest that teachers and headteachers have higher levels of emotional recognition than middle and senior leaders. This paper subsequently argues that the task-orientated nature middle leadership compounds an individual's ability to engage effectively in relationship-orientated tasks. This explains why middle leaders scored lower on the GERT assessment. This is further inhibited by the anti-correlation in the brain's ability to deal with the task-positive network (TDM) and default mode network (DMN) processing functions where individuals operate in one neural mode for long periods.Research limitations/implicationsThe viewpoint paper proposes a number of implications for middle leaders and suggests that middle leaders should proactively seek out opportunities to be engaged in activities that support the DMN function of the brain and subsequently the relationship-orientated aspects of leadership, for example, coaching other staff members. However, it has to be recognised that the sample size is small and further work is needed before any generalisations can be made.Originality/valueThis paper offers a contemporary review of the role of middle leaders underpinned by a preliminary study into individuals' ability to recognise emotions.
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Yongjun, Zhou, Viktoriia O. Anishchenko, Olena V. Vasylenko, Nataliia V. Iaremenko, and Mykhailo V. Fomin. "Leadership Development in Students as Part of Attitude Development." International Journal of Education and Information Technologies 15 (August 27, 2021): 202–14. http://dx.doi.org/10.46300/9109.2021.15.21.
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Leadership development corresponds to the focus on the individual’s success and competitiveness strategy. This is the optimal direction of the organization of attitude development because it covers two aspects of the student’s personality development: professionally-oriented and self-centric. The aim of the study is to identify and compare the leadership level in second- and fourth-year students to see dynamics of development and implementation of the leadership phenomenon in the professional and personal making up of future specialists. The task was to: (1) diagnose the existing educational impact of the university environment on the formation of leadership competencies; (2) clarify the relationship between the objective level of leadership skills development and assessment of leadership characteristics by students themselves; (3) determining tactics for further support and / or stimulation of personal and professional leadership skills of students; (4) elucidating the relationship between leadership skills and academic performance; (5) determining the universal prerequisites for the formation of leadership qualities of students. Based on the theoretical analysis of the issue, the authors developed an objective and subjective diagnostic model for leadership skills. In this study, data of the objective diagnostic technique are the key. Subjective diagnostic technique for leadership skills provides insights for problem interpretation. At the level of the first group of respondents, the average Leadership Skills Level of the second-year students was quite low and was found within the medium level. The second group of respondents consisting of the fourth-year students showed a slight but effective improvement. The Leadership Skills of this group were found at a sufficient level. Positive dynamics was revealed for all criteria of leadership skills as a result of applying objective diagnostic methods: decreased percentage of students with negative and relatively low markers of Leadership Skills Level and corresponding increase in percentage of students with positive markers of Leadership Skills Level. Further research can be organized in the direction of identifying and developing successful universal and professionally-oriented tactics for leadership development in students as part of attitude development.
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Malik, Nishtha. "Authentic leadership – an antecedent for contextual performance of Indian nurses." Personnel Review 47, no. 6 (September 3, 2018): 1244–60. http://dx.doi.org/10.1108/pr-07-2016-0168.
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Purpose The purpose of this paper is to investigate the relationship between authentic leadership and contextual performance of nursing staff while considering the mediating effect of psychological capital and moderating effect of autonomy on this association. Design/methodology/approach Data were gathered from 41 small and medium-sized hospitals situated in the state of Uttarakhand, India. The sample for the study included 530 nurses and their 146 supervisors. Process macro (Hayes) was used to examine the influence of authentic leadership on contextual performance and the mediating effect of psychological capital and moderating role of autonomy in the relationship between authentic leadership and contextual performance. Findings Results indicate that authentic leadership is positively linked to contextual performance of nurses. Furthermore, psychological capital is found to mediate the relationship between authentic leadership and contextual performance while autonomy acts as a moderator between psychological capital and contextual performance. Practical implications Findings of this investigation would help healthcare managers to understand the importance of developing the psychological capital of healthcare workers. The paper draws attention of hospital administrators toward the need for setting up an appropriate environment wherein nurses are given a certain degree of autonomy to perform their task more effectively. This study also highlights the importance of an effective leadership style, namely authentic leadership in influencing contextual performance in service-oriented organizations such as healthcare institutions, as investigated in this study. Originality/value While extensive literature is available on authentic leadership and its impact on followers’ behavior, very little work seems to have been done to show a linkage between authentic leadership and contextual performance, especially in the context of nurses in developing country such as India. This work, therefore, may be considered original and of significant value in understanding the relationships between the various constructs in the Indian scenario.
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Mayr, Marcel Lee, and Silke Boenigk. "Knowledge Management in Public and Nonprofit Organizations: A Transactive Memory and Employee Perspective." Zeitschrift für öffentliche und gemeinwirtschaftliche Unternehmen 42, no. 1-2 (2019): 155–75. http://dx.doi.org/10.5771/0344-9777-2019-1-2-155.
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Both public and nonprofit organizations are increasingly relying on teams to solve tasks that are too complex or multifaceted for individuals to solve on their own. The coordination, processing and sharing of internal knowledge on projects and tasks is therefore of growing importance within a systematic internal stakeholder management. Theoretically, this study draws on the transactive memory system (TMS) approach to explain the development of knowledge management and its possible positive effects on team performance and job satisfaction. Data from 86 team leaders and 414 team members of 5 public and 5 nonprofit organizations was collected and analyzed. The results reveal that a team-oriented transformational leadership style has an impact on the development of a functioning transactive memory system. We also find a moderating effect of task complexity on the relationship between TMS and team performance. In addition, the findings suggest that an individual-focused leadership style is positively related to job satisfaction. Finally, we find a cross-level effect of a transactive memory system on individual job satisfaction.
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Parra, Elena, Irene Alice Chicchi Giglioli, Jestine Philip, Lucia Amalia Carrasco-Ribelles, Javier Marín-Morales, and Mariano Alcañiz Raya. "Combining Virtual Reality and Organizational Neuroscience for Leadership Assessment." Applied Sciences 11, no. 13 (June 26, 2021): 5956. http://dx.doi.org/10.3390/app11135956.
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In this article, we introduce three-dimensional Serious Games (3DSGs) under an evidence-centered design (ECD) framework and use an organizational neuroscience-based eye-tracking measure to capture implicit behavioral signals associated with leadership skills. While ECD is a well-established framework used in the design and development of assessments, it has rarely been utilized in organizational research. The study proposes a novel 3DSG combined with organizational neuroscience methods as a promising tool to assess and recognize leadership-related behavioral patterns that manifest during complex and realistic social situations. We offer a research protocol for assessing task- and relationship-oriented leadership skills that uses ECD, eye-tracking measures, and machine learning. Seamlessly embedding biological measures into 3DSGs enables objective assessment methods that are based on machine learning techniques to achieve high ecological validity. We conclude by describing a future research agenda for the combined use of 3DSGs and organizational neuroscience methods for leadership and human resources.
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Semarco, Stanley KM, and Seokhee Cho. "The predictive influence of headteachers’ task-oriented managerial leadership behaviours on teachers’ retention intentions in Ghana." Educational Management Administration & Leadership 46, no. 6 (June 15, 2017): 908–25. http://dx.doi.org/10.1177/1741143217714252.
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The study examined if significant dynamic and reciprocal relationships exist among the task-oriented managerial behaviours of headteachers, and how these behaviours specifically and jointly influence teachers’ retention intention. Out of the multistage sampled 350 schools, suitable questionnaires from 279 schools representing 558 questionnaires filled by teachers provided data on 279 headteachers. The analysis showed that headteachers’ problem-solving behaviour, clarifying behaviour and monitoring operations behaviour influenced their planning activities as leaders. The planning behaviour significantly predicted retention intention and had a significant mediating effect on the relationships between clarifying, monitoring, and problem- solving behaviours on one hand and teachers’ retention intention on the other. The implications of the study’s findings and future research directions are discussed.
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Daly, Edward, Denelle Mohammed, Cheryl Boglarsky, Patrick Blessinger, and Rana Zeine. "Interaction Facilitation and Task Facilitation need optimization in higher education institutions." Journal of Applied Research in Higher Education 12, no. 3 (October 1, 2019): 403–12. http://dx.doi.org/10.1108/jarhe-04-2018-0062.
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Purpose Facilitation and Task Facilitation are important components of healthy supervisory/managerial relationships among higher education professionals. Juniors are guided by superiors who play a supervisory/managerial role in professional development. The purpose of this paper is to examine the impact of Interaction Facilitation and Task Facilitation on supervisory/managerial relationships among higher education professionals. Design/methodology/approach The Human Synergistics International Organizational Effectiveness Inventory® was used to survey faculty and administrators at public and private higher education institutions. The authors analyze Interaction Facilitation and Task Facilitation, which focuses on people-oriented and task-oriented skills, respectively. Findings The authors demonstrated the negativity of current organizational cultures on organizational effectiveness measures in higher education institutions. The authors analyze Interaction Facilitation and Task Facilitation, which focuses on people-oriented and task-oriented skills, respectively. Results revealed average scores for both measures fell undesirably below the Historical Averages and Constructive Benchmarks in private and public not-for-profits, private for-profits, faculty, administrators, males and females. Practical implications To increase follower satisfaction and improve task and contextual performance in higher education institutions, the authors recommend defining the leader’s influence within supervisory/managerial relationships, increasing flexibility in contextual/situational factors, clarifying the role of supervisors, aligning individual and organizational goals in millennials, and maintaining collegiality. Social implications The findings suggest that organizational effectiveness in higher education institutions may benefit from thoughtful revision of leadership strategies, better alignment of individual with organizational goals, and continuous cultivation of constructive organizational cultures. Originality/value This study has identified the need to ameliorate the practice of Interactive Facilitation and Task Facilitation styles in higher education institutions. Ineffective supervisory/management styles in higher education have a negative impact on the organization cultures reducing the practice of constructive work behaviors.
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Fiegener, Mark K., Bonnie M. Brown, Russ Alan Prince, and Karen Maru File. "A Comparison of Successor Development in Family and Nonfamily Businesses." Family Business Review 7, no. 4 (December 1994): 313–29. http://dx.doi.org/10.1111/j.1741-6248.1994.00313.x.
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Although many streams of management research address leadership, succession, and executive development issues, significant gaps in the literature remain. In particular, few studies have systematically explored the systems by which the future leaders (successors) of family firms are developed. This research presents a descriptive study in which the successor development approaches of small to medium-sized family and nonfamily firms are compared. The findings indicate that (1) family firms favor more personal, relationship-centered approaches to successor development; (2) nonfamily firms prefer formalized, task-oriented development approaches; and (3) company size has no real effect on successor development.
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Jahromi, Shapour Amin Shayan, Abbas Gholtash, and Masoomeh Saeedian. "A study of the relationship between dominant brain hemispheres with leadership styles, task oriented and relation oriented (integrated) among active managers of Shiraz University of medical sciences." Procedia - Social and Behavioral Sciences 15 (2011): 633–36. http://dx.doi.org/10.1016/j.sbspro.2011.03.154.
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Cuny, Fred C. "Principles of Disaster Management Lesson 7: Management Leadership Styles and Methods." Prehospital and Disaster Medicine 15, no. 1 (March 2000): 78–86. http://dx.doi.org/10.1017/s1049023x0002495x.
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AbstractThis lesson explores the use of different management leadership styles and methods that are applied to disaster management situations. Leadership and command are differentiated. Mechanisms that can be used to influence others developed include: 1) coercion; 2) reward; 3) position; 4) knowledge; and 5) admiration. Factors that affect leadership include: 1) individual characteristics; 2) competence; 3) experience; 4) self-confidence; 5) judgment; 6) decision-making; and 8) style. Experience and understanding the task are important factors for leadership. Four styles of leadership are developed: 1) directive; 2) supportive; 3) participative; and 4) achievement oriented. Application of each of these styles is discussed. The styles are discussed further as they relate to the various stages of a disaster. The effects of interpersonal relationships and the effects of the environment are stressed. Lastly, leadership does not just happen because a person is appointed as a manager – it must be earned.
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Shariq, Syed Muhammad, Umer Mukhtar, and Suleman Anwar. "Mediating and moderating impact of goal orientation and emotional intelligence on the relationship of knowledge oriented leadership and knowledge sharing." Journal of Knowledge Management 23, no. 2 (March 11, 2019): 332–50. http://dx.doi.org/10.1108/jkm-01-2018-0033.
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PurposeThis paper aims to examine the underlying mechanism through which knowledge-oriented leadership (KOL) encourages knowledge sharing (KS) among the employees. It investigates KOL as an antecedent of KS. Furthermore, it also examines the mediation of employee goal orientation in the relationship of KOL and KS. Moderating role of emotional intelligence is also examined.Design/methodology/approachMultilayer data were collected from 223 employees of pharmaceutical industry in Pakistan. Structural equation modelling (SEM) is applied to analyse the model and hypothesis.FindingsThe result supports the direct positive effect of KOL on KS. Indirect effect of KOL on KS through the mediation of employee learning goal orientation is also supported by the result.Practical implicationsOrganizations or managers should engage their learning-oriented employees newly hired employee and front line manager in KS process. Leader should give different task to such an employee who did not perform earlier because in doing so, such employee will explore or exploit their own tacit knowledge and that of their colleagues.Originality/valueThis study contributes to the existing body of knowledge by establishing unexplored indirect effect of KOL on KS through the mediation of employee goal orientation. By discussing goal orientation as an outcome of KOL, this study extends the literature of the outcomes of KOL, which are currently limited to KM, work attitudes and innovative performance.
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Li, Zhidong, Bindu Gupta, Mark Loon, and Gian Casimir. "Combinative aspects of leadership style and emotional intelligence." Leadership & Organization Development Journal 37, no. 1 (March 7, 2016): 107–25. http://dx.doi.org/10.1108/lodj-04-2014-0082.
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Purpose – The purpose of this paper is to examine whether the leader’s emotional intelligence influences the leader’s preferences for different ways of combining leadership behaviors (i.e. combinative aspects of leadership style). Design/methodology/approach – The authors used a hybrid design to collect the data to avoid common-method biases. The authors described a high-stress workplace in a vignette and asked participants to rank four styles of combining a task-oriented leadership (i.e. Pressure) statement and a socio-emotional leadership (i.e. Support) statement. The authors then asked participants to complete a Likert-scale based questionnaire on emotional intelligence. Findings – The authors found that leaders who prefer to provide Support immediately before Pressure have higher levels of emotional intelligence than do leaders who prefer the three other combinative styles. Leaders who prefer to provide Pressure and Support separately (i.e. provide Pressure 30 minutes after Support) have the lowest levels of emotional intelligence. Research limitations/implications – A key implicit assumption in the work is that leaders do not want to evoke negative emotions in followers. The authors did not take into account factors that influence leadership style which participating managers would be likely to encounter on a daily basis such as the relationship with the follower, the follower’s level of performance and work experience, the gender of the leader and the gender of the follower, the hierarchical levels of the leader and follower, and the followers’ preferred combinative style. The nature of the sample and the use of a hypothetical scenario are other limitations of the study. Practical implications – Providing leadership behaviors that are regarded as effective is necessary but not enough because the emotional impact of leadership behaviors appears to also depend on how the behaviors are configured. Originality/value – This is the first study to show that the emotional intelligence of leaders is related to their preferences for the manner in which they combine task and social leadership statements. Furthermore, two-factor theories of leadership propose that the effects of task and social leadership are additive. However, the findings show that the effects are interactive.
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Parida, Lusila, and Wiwik Wijayanti. "Kepemimpinan kepala taman kanak-kanak di persekolahan Kanisius Yogyayakarta." Jurnal Akuntabilitas Manajemen Pendidikan 6, no. 1 (April 30, 2018): 105. http://dx.doi.org/10.21831/amp.v6i1.9384.
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Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan kepala TK dalam: (1) mengarahkan guru dan staf, (2) membuat keputusan penting (3) memberikan pendelegasian tugas dan, (4) membangun hubungan kerja sama secara internal dan eksternal. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus pada tiga sekolah TK Kanisius Yogyakarta. Subjek penelitian yaitu kepala sekolah, guru, orang tua siswa (komite sekolah). Teknik pengumpulan data menggunakan teknik observasi dan wawancara. Analisis data yang digunakan adalah model analisis interaktif Milles & Huberman untuk mendeskripsikan dan menganalisis empat aspek kepemimpinan yang dijalankan pada ketiga sekolah tersebut. Penelitian ini menemukan pelaksanaan kepemimpinan kepala TK Kanisius: (1) pengarahan dilakukan secara langsung dan tidak langsung melalui rapat, diskusi dan morning briefing mengenai tugas pokok, tugas khusus dan tugas penunjang, (2) proses pengambilan keputusan melalui musyawarah dengan koordinasi pihak yayasan (3) pendelegasian tugas pokok, tugas khusus dan tugas penunjang yang didasarkan pada kemampuan bawahan, durasi waktu, jenis tugas dan target pencapaian, (4) kerja sama internal dan eksternal dibangun melalui team dan mitra bersama komite sekolah yang digerakan atau disponsori oleh team orang tua. Berdasarkan temuan tersebut maka perilaku kepemimpinan kepala TK Kanisus Demangan Baru berorientasi pada perilaku supportif, perilaku kepemimpinan kepala TK Kanisius Kotabaru berorientasi pada perilaku direktif dan perilaku kepemimpinan kepala TK Kanisius Wirobrajan berorientasi pada perilaku partisipatif. Dari temuan perilaku kepemimpinan tersebut maka model kepemimpian yang diperankan ketiga kepala TK Kanisus cenderung menunjukan model kepemimpinan instruksional.Kata kunci: kepemimpinan kepala TK, perilaku kepemimpinan dan model kepemimpinan PRINCIPALS’ LEADERSHIP IN CANISIUS KINDERGARTENS YOGYAKARTAAbstractThis research aims to describe the ability of the head of kindergarten in: (1) directing teachers and staff, (2) making important decisions (3) provide the delegation of tasks and, (4) establish working relationships both internally and externally. This study uses a qualitative approach with case studies on three kindergarten Canisius Yogyakarta. The research subject is the principal, teachers, parents students (school committee). Data collection technique used observation and interview techniques. Analysis of the data used is an interactive model Milles & Huberman to describe and analyze four aspects of leadership that run on all three schools. This study found the implementation of leadership in TK Canisius: (1) directly or indirectly through meetings, discussions, and briefings on main tasks, special tasks and supporting duties, (2) decision making process in compliace the board of foundation (3) task delegation that suits on the capacity of each subordinates, project timeline and target,(4) internal and external cooperation built through fundamental activities, special activities and support activities as well as maintaining relationships both personally and socially. Based on these findings, the behavior of the leadership of the head of Kanisus Demangan Baru kindergarten oriented supportive behavior, the behavior of the leadership of the head of Canisius Kotabaru kindergarten oriented directive behavior and leadership behavior Canisius head Wirobrajan kindergarten oriented participative behavior. From the findings of the leadership behavior of the model of leadership, played three head of Canisus kindergartens more trend on instructional leadership model.Keywords: kindergarten leadership, leadership behaviors and leadership models
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Barkhordari-Sharifabad, Maasoumeh, and Narges-Sadat Mirjalili. "Ethical leadership, nursing error and error reporting from the nurses’ perspective." Nursing Ethics 27, no. 2 (July 22, 2019): 609–20. http://dx.doi.org/10.1177/0969733019858706.
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Background: Nursing errors endanger patient safety, and error reporting helps identify errors and system vulnerabilities. Nursing managers play a key role in preventing nursing errors by using leadership skills. One of the leadership approaches is ethical leadership. Aim: This study determined the level of ethical leadership from the nurses’ perspective and its effect on nursing error and error reporting in teaching hospitals affiliated to Shahid Sadoughi University of Medical Sciences, Yazd, Iran. Research design: This was a cross-sectional descriptive study. Participants and research context: A total of 171 nurses working in medical-surgical wards were selected through random sampling. Data collection was carried out using “ethical leadership in nursing, nursing errors and error reporting” questionnaires. Data were analyzed with SPSS20 using descriptive and analytical statistics. Ethical considerations: This study was approved by the Ethics Committee for Medical Research. Ethical considerations such as completing informed consent form, ensuring confidentiality of information, explaining research objectives, and voluntary participation were observed in the present study. Findings: The results showed that the level of nursing managers’ ethical leadership was moderate from the nurses’ point of view. The highest and the lowest levels were related to the power-sharing and task-oriented dimensions, respectively. There was a significant relationship between nursing managers’ level of ethical leadership with error rates and error reporting. Conclusion: The development of ethical leadership approach in nursing managers reduces error rate and increases error reporting. Programs designed to promote such approach in nursing managers at all levels can help reduce the level of error rate and maintain patient safety.
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Daniëls, Ellen, Annie Hondeghem, and Jan Heystek. "School leaders' and teachers' leadership perceptions: differences and similarities." Journal of Educational Administration 58, no. 6 (May 1, 2020): 645–60. http://dx.doi.org/10.1108/jea-11-2019-0199.
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PurposeThe purpose of this paper is to offer insight into school leaders' and teachers' perspectives on leadership behaviour and its impact on their mutual relationships. Research papers that include perspectives from both school leaders and teachers are relatively scarce in the field of education. However, it is important to take account of both perspectives because if they align, school leaders can be expected to be more successful. Moreover, positive teacher perceptions about school leaders result in lower levels of teacher burnout and enhanced teacher collaboration.Design/methodology/approachThe current study employed qualitative data drawn from 24 primary schools in Belgium. The data set was assembled from 24 interviews with school leaders and 22 focus groups with teachers. The research analyses the interviews and focus groups from an inductive approach in order to let theory emerge, to refine existing theories in the field of education and to get an in-depth understanding of agreements and disagreements in the perspectives of school leaders and teachers.FindingsThe results show that school leaders and teachers perceive school leadership principally as relation- and task-oriented. However, there are differences in the perceptions about the subcategories of relation-oriented behaviour between school leaders and teachers. School leaders refer to consulting with members when making decisions and providing feedback. On the other hand, teachers indicate the importance of support and encouragement and recognition. The perceptions of the relationships between school leaders and teachers seem to match, with both valuing trust, openness and contribution.Originality/valueThis study addresses the relative scarcity of research relating to school leaders’ and teachers’ perspectives regarding school leadership. The study clarifies concepts in order to facilitate further research on school leaders' effectiveness.
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Maguire, Denise. "Leadership for Dummies." Neonatal Network 20, no. 8 (December 2001): 61–62. http://dx.doi.org/10.1891/0730-0832.20.8.61.
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OUR CATCHY TITLE ASIDE, LET’S BE clear: Leadership is not for dummies. Although leadership skills are different from those needed to care for critically ill newborns in the neonatal intensive care unit, the job of managing nurses is just as hard as the job of nursing, if not more so. Leadership in the NICU focuses less on technical and patient care skills than on social skills such as coaching and supervising learned from experience in dealing with people.1 As a manager, the nurse leader takes on priorities and goals that are different from the priorities and goals of the nursing staff. Instead of using their sharp assessment skills to avoid fluid overload, for instance, managers must use their assessment skills to recognize nursing skills in candidates they meet once in a 30-minute interview. Instead of prioritizing nursing care interventions for her own two-patient assignment, the manager prioritizes staffing patterns based on the skills needed by the entire patient population. Whereas staff members use every resource available to meet patient needs, nurse managers must allocate resources to keep within a tight budget. Strong fiscal skills have become extremely important for today’s manager.2 But rarely do new managers have the formal training in financial skills needed to manage a budget. Managers must also be keenly aware of the relationships among staff, physicians, and other support staff, and they must continually work at keeping the environment productive for staff. They must know what motivates the NICU staff to achieve the goals of the unit. Perhaps the most difficult task that managers have is conveying and making operational the administrative goals in a clinical setting that is intense, detail oriented, and entirely focused on the work of patient care. At every promotion, interpersonal skills become more important and technical skills become less important.1 No, leadership is certainly not for dummies.
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Kvas, Andreja, and Janko Seljak. "The effects of education and training on self-esteem of nurse leaders." Journal of Health Sciences 4, no. 2 (September 12, 2014): 97–104. http://dx.doi.org/10.17532/jhsci.2014.156.
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Introduction: A successful leader must have high self-esteem. The main aims of this study were to identify changes in the self-esteem of nurse leaders in Slovenia from 2001 to 2011 and to determine homogeneous groups of leaders with similar personal characteristics.Methods: The study used a version of a personal characteristics questionnaire with 16 self-descriptive statements. Two surveys were conducted among nurse leaders in Slovenian public hospitals, one in 2001 and the other in 2011. Relationships between variables were analysed using chi-square tests for categorical variables and the one-way analysis of variance for quantifiable variables. Factor analysis was used to determine groups of leaders with similar personal characteristics.Results: A total of 327 nurse leaders participated in the survey in 2001 and 296 filled in questionnaires in 2011. The analysis showed that the level of self-assessment of personal characteristics among nurse leaders in Slovenian public hospitals was significantly higher in 2011 than in 2001, and that differences among individual leaders decreased in most areas. Based on the assessments of personal characteristics, four groups of nurse leaders were established: task-oriented, knowledge and creativity oriented, relationship oriented and extroverted nurse leaders. In the 2011 data, the groups of personal characteristics were much more clearly defined. These groups were established in accordance with leadership theory and research from other fields.Conclusions: The positive effects of better education and training are visible in nurse leaders in terms of both their higher self-esteem and in the establishment of more homogeneous groups of leaders.
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Yahaya, Zurika Saku. "Employee Inclusion During Change: The Stories of Middle Managers in Non-Profit Home Care Organizations." Home Health Care Management & Practice 32, no. 3 (January 29, 2020): 165–71. http://dx.doi.org/10.1177/1084822320901442.
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Although extensive studies have provided valuable information to establish a strong relationship between the success of change and variables like communication, employee commitment, and leadership, it is important to understand the experiences of workers during a change process. The research problem exists because there is a minimal exploration of the experiences of middle management in the process of corporate decision-making during organizational change adoption in the home care industry. The purpose of this study was to explore the experience of middle managers related to employee inclusion during an organizational restructuring in non-profit home care organizations. The researcher interviewed six middle managers from two non-profit home healthcare organizations in New York City using purposive sampling. The results reflected the experiences of middle managers in non-profit home care organizations and may be transferable to other organizations. The findings were categorized under the following themes: Stress and Fear, Task-Oriented Leadership Behavior, Employee Exclusion, and Job Dissatisfaction. Employers should recognize and engage middle managers in corporate decision-making that target middle managers. As change is inevitable, understanding the experience of middle managers is crucial for leaders in home care organizations undergoing organizational restructuring because of the top-down management structure in these organizations. The information may be relevant for leaders to incorporate attitudes and steps that promote a good relationship and engage middle managers in the processes of organizational change.
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Tschannen-Moran, Megan, and Christopher R. Gareis. "Faculty trust in the principal: an essential ingredient in high-performing schools." Journal of Educational Administration 53, no. 1 (February 2, 2015): 66–92. http://dx.doi.org/10.1108/jea-02-2014-0024.
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Purpose – The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement. Design/methodology/approach – Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n=3,215 teachers), allowing for correlational and regression analyses of the variables. Findings – The authors found that faculty trust in the principal was related to perceptions of both collegial and instructional leadership, as well as to factors of school climate such as teacher professionalism, academic press, and community engagement. Student achievement was also correlated with trust, principal leadership behaviors, and school climate. The authors found that both of the composite variables, principal behaviors and school climate, made significant independent contributions to explaining variance in student achievement and that together they explained 75 percent of the variance in achievement. Research limitations/implications – Limitations of the study include the use of a single form to collect participants’ responses that may have elevated the degree of correlations, as well as the exclusion of rural schools from the sample. Practical implications – The findings of this study suggest that principals must foster and maintain trust in order to lead schools effectively. Importantly, trust has both interpersonal and task-oriented dimensions. Thus, principals must be prepared to engage collegially with teachers in ways that are consistently honest, open, and benevolent, while also dependably demonstrating sound knowledge and competent decision making associated with administering academic programs. Originality/value – Situated in a conceptual framework of systems theory, this study explored the interplay of faculty trust in the principal, principal behavior, school climate, and student achievement. The findings suggest that it is necessary for principals to evidence both interpersonal and task-oriented behaviors in order to be trusted by teachers. Furthermore, the strength of the relationships suggests that schools will not be successful in fostering student learning without trustworthy school leaders who are skillful in cultivating academic press, teacher professionalism, and community engagement in their schools.