Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

Principles and Practice of Structural Equation Modeling (2nd ed.)

This review examines recent theoretical and empirical developments in the leadership literature, beginning with topics that are currently receiving attention in terms of research, theory, and practice. We begin by examining authentic leadership and its development, followed by work that takes a cognitive science approach. We then examine new-genre leadership theories, complexity leadership, and leadership that is shared, collective, or distributed. We examine the role of relationships through our review of leader member exchange and the emerging work on followership. Finally, we examine work that has been done on substitutes for leadership, servant leadership, spirituality and leadership, cross-cultural leadership, and e-leadership. This structure has the benefit of creating a future focus as well as providing an interesting way to examine the development of the field. Each section ends with an identification of issues to be addressed in the future, in addition to the overall integration of the literature we provide at the end of the article.

/pdf/leadership-current-theories-research-and-future-directions-3twrz7948b.pdf

Leadership: Current Theories, Research, and Future Directions

Organizational learning has been an important topic for the journal Organization Science and for the field. We provide a theoretical framework for analyzing organizational learning. According to the framework, organizational experience interacts with the context to create knowledge. The context is conceived as having both a latent component and an active component through which learning occurs. We also discuss current and emerging research themes related to components of our framework. Promising future research directions are identified. We hope that our perspective will stimulate future work on organizational learning and knowledge.

http://disciplinas.stoa.usp.br/pluginfile.php/3502/mod_resource/content/1/2011%20Organizational%20learning%20-%20form%20experience%20to%20knowledge.pdf

Organizational Learning: From Experience to Knowledge

We propose that a leadership identity is coconstructed in organizations when individuals claim and grant leader and follower identities in their social interactions. Through this claiming-granting process, individuals internalize an identity as leader or follower, and those identities become relationally recognized through reciprocal role adoption and collectively endorsed within the organizational context. We specify the dynamic nature of this process, antecedents to claiming and granting, and an agenda for research on leadership identity and development.

Who will Lead and Who will Follow? a Social Process of Leadership Identity Construction in Organizations

In this paper we integrate recent theories of motivation and leadership. Drawing on the self-regulatory focus theory and on self-concept based theories of leadership, we develop a conceptual framework proposing that leaders' chronic self-regulatory focus (promotion versus prevention), in conjunction with their values, influences their motivation to lead and, subsequently, their leadership behavior. We further suggest that leaders may influence the motivational self-regulatory foci of their followers, which will mediate different follower outcomes at the individual and group level.

/pdf/motivation-to-lead-motivation-to-follow-the-role-of-the-self-1v3ups8yqr.pdf

Motivation to Lead, Motivation to Follow: The Role of the Self-Regulatory Focus in Leadership Processes

Applying Higgins' regulatory focus theory, we hypothesized that the effect of positive/negative feedback on motivation and performance is moderated by task type, which is argued to be an antecedent to situational regulatory focus (promotion or prevention). Thus, first we demonstrated that some tasks (e.g., tasks requiring creativity) are perceived as promotion tasks, whereas others (e.g., those requiring vigilance and attention to detail) are perceived as prevention tasks. Second, as expected, our tests in two studies of the moderation hypothesis showed that positive feedback increased self-reported motivation (meta-analysis across samples: N = 315, d = 0.43) and actual performance (N = 55, d = 0.67) among people working on promotion tasks, relative to negative feedback. Positive feedback, however, decreased motivation (N = 318, d = −0.33) and performance (N = 55, d = −0.37) among individuals working on prevention tasks, relative to negative feedback. These findings suggest that (a) performance of different tasks can affect regulatory focus and (b) variability in positive/negative feedback effects can be partially explained by regulatory focus and task type. Copyright © 2010 John Wiley & Sons, Ltd.

Task type as a moderator of positive/negative feedback effects on motivation and performance: A regulatory focus perspective

https://onlinelibrary.wiley.com/doi/pdf/10.1111/apps.12122

Motivated or Demotivated to Be Creative: The Role of Self-Regulatory Focus in Transformational and Transactional Leadership Processes

Medical Education 2010: 44: 1166–1174



Objectives  This study aims to alert users of feedback to its dangers, explain some of its complexities and offer the feedforward alternative.



Methods  We review the damage that feedback may cause to both motivation and performance. We provide an initial solution to the puzzle of the feedback sign (positive versus negative) using the concepts of promotion focus and prevention focus. We discuss additional open questions pertaining to feedback sign and consider implications for health care systems.



Results  Feedback that threatens the self is likely to debilitate recipients and, on average, positive and negative feedback are similar in their effects on performance. Positive feedback contributes to motivation and performance under promotion focus, but the same is true for negative feedback under prevention focus. We offer an alternative to feedback – the feedforward interview – and describe a brief protocol and suggestions on how it might be used in medical education.



Conclusions  Feedback is a double-edged sword; its effective application includes careful consideration of regulatory focus and of threats to the self. Feedforward may be a good substitute for feedback in many settings.

Feedback, the various tasks of the doctor, and the feedforward alternative

The concept of employees’ commitment is one of the most challenging concepts in the management, organizational behaviour and human resource management literatures and research. The current ...

A focus on commitment: the roles of transformational and transactional leadership and self-regulatory focus in fostering organizational and safety commitment

Dina Van Dijk

Papers

Motivation to Lead, Motivation to Follow: The Role of the Self-Regulatory Focus in Leadership Processes

Task type as a moderator of positive/negative feedback effects on motivation and performance: A regulatory focus perspective

Motivated or Demotivated to Be Creative: The Role of Self-Regulatory Focus in Transformational and Transactional Leadership Processes

Feedback, the various tasks of the doctor, and the feedforward alternative

A focus on commitment: the roles of transformational and transactional leadership and self-regulatory focus in fostering organizational and safety commitment