A growing body of leadership literature focuses on leader and follower identity dynamics, levels, processes of development and outcomes Despite the importance of the phenomena, there has been surprisingly little effort to systematically review the widely dispersed literature on leader and follower identity In this review we map existing studies on a multilevel framework that integrates levels-of-the self (individual, relational and collective) with the levels-of-analysis (intrapersonal, interpersonal and group) on which leader or follower identity work takes place We also synthesize work from multiple research paradigms, such as social psychology experimental studies, narrative accounts of leaders' identity work and field studies on antecedents, outcomes, mediating mechanisms and boundary conditions Finally, we outline implications for leadership development and call attention to key themes we see ripe for future research

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Leadership and followership identity processes: A multilevel review ☆

Colleges of business must meet assurance of learning requirements to gain or maintain AACSB accreditation under the new standards adopted April 8, 2013. Team skills are among the most important ski...

Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools

Colleges of business must meet requirements for Assurance of Learning (AOL) to gain or maintain AACSB accreditation. Team skills are among the most important skills desired by recruiters of busines...

We propose that performance feedback can be a power retention mechanism that puts women at a relative disadvantage and contributes to the lack of women in leadership positions. Feedback is an evaluative process, with the (typically higher-power) source often having considerable discretion and means to deliver feedback and the feedback recipient often being at the mercy of the will of the source. The feedback process, therefore, has a built-in power component that preserves and amplifies existing power differences in organizations (e.g., differences in organizational authority and rank) and disproportionately harms women's leadership development. We develop a theoretical model concerning how power retention conditions (e.g., when giving feedback advances the source's personal status goals) lead to power retention mechanisms in the feedback process, such as patronizing feedback, particularly for female recipients. We discuss how gender moderates feedback delivery and reactions to feedback, which influence the persistent gender gap in leadership, subsequently reinforcing the power retention conditions. We conclude by discussing areas for future research, potential power equalization forces, and practical suggestions for how organizations can change this cycle.

Performance feedback, power retention, and the gender gap in leadership

Recent work suggests that women are more responsive to negative feedback than men in certain environments. We examine whether negative feedback in the form of relatively low grades in major-related classes explains gender differences in the final majors undergraduates choose. We use unique administrative data from a large private university on the East Coast from 2009-2016 to test whether women are more sensitive to grades than men, and whether the gender composition of major-related classes affects major changes. We also control for other factors that may affect a student's final major including: high school student performance, gender of faculty, and economic returns of majors. Finally, we examine how students' decisions are affected by external cues that signal STEM fields as masculine. The results show that high school academic preparation, faculty gender composition, and major returns have little effect on major switching behaviors, and that women and men are equally likely to change their major in response to poor grades in major-related courses. Moreover, women in male-dominated majors do not exhibit different patterns of switching behaviors relative to their male colleagues. Women are, however, more likely to switch out of male-dominated STEM majors in response to poor performance compared to men. Therefore, we find that it takes multiple signals of lack of fit into a major (low grades, gender composition of class, and external stereotyping signals) to impel female students to switch majors.

Choice of Majors: Are Women Really Different from Men?

Based on transformative learning theory (Mezirow, 1991), our study investigates the effects of peer feedback on MBA students' self-ratings of leadership competence over time. A total of 221 individ...

Aligning or Inflating Your Leadership Self-Image? A Longitudinal Study of Responses to Peer Feedback in MBA Teams

Purpose – The purpose of this paper is to answer the following question: how should start‐ups be staffed and how should they manage issues of team diversity?Design/methodology/approach – The paper approaches diverse entrepreneurial teams in terms of three meaningful types, each with different assumptions, thus suggesting that their effects are complex.Findings – The article concludes that entrepreneurs need to consider three key dimensions of diversity and form teams that are: moderate in diversity of opinions; high in diversity of expertise; and low in diversity of power.Originality/value – The paper offers a set of practical recommendations to entrepreneurs, outlining how they can compose their teams and manage different dimensions of diversity; and to venture capitalists, suggesting how to assess team diversity as a critical factor in entrepreneurial teams.

Staffing an entrepreneurial team: diversity breeds success

/pdf/where-does-the-heart-lie-a-multistage-process-model-of-2u14539v.pdf

Where Does the Heart Lie? A Multistage Process Model of Entrepreneurial Passion and Role Identity Management

We conducted three studies to examine how the recipients of negative workplace gossip judge the gossip sender's morality and how they respond behaviorally. Study 1 provided experimental evidence that gossip recipients perceive senders as low in morality, with female recipients rating the sender's morality more negatively than male recipients. In a follow-up experiment (Study 2), we further found that perceived low morality translates into behavioral responses in the form of career-related sanctions by the recipient on the gossip sender. A critical incident study (Study 3) enhanced the external validity and extended the moderated mediation model by showing that gossip recipients also penalize senders with social exclusion. We discuss the implications for practice and research on negative workplace gossip, gender differences in attributions of morality, and gossip recipients' behavioral responses.The online version contains supplementary material available at 10.1007/s10551-023-05355-7. 

https://link.springer.com/content/pdf/10.1007/s10551-023-05355-7.pdf

Don’t Shoot the Messenger? A Morality- and Gender-Based Model of Reactions to Negative Workplace Gossip

Abstract Operationalizing social group identification as political partisanship, we examine followers’ (i.e., US residents’) affective experiences and behavioral responses during the initial COVID‐19 outbreak in the United States (March to May 2020). In Study 1, we conducted content analyses on major news outlets’ coverage of COVID‐19 (N = 4319) to examine media polarization and how it plays a role in shaping followers’ perceptions of the pandemic and leadership. News outlets trusted by Republicans portrayed US President Donald Trump as more effective, conveyed a stronger sense of certainty with less negative affective tone, and had a lower emphasis on COVID‐19 prevention compared to outlets trusted by Democrats. We then conducted a field survey study (Study 2; N = 214) and found that Republicans perceived Trump as more effective, experienced higher positive affect, and engaged in less COVID‐19 preventive behavior compared to Democrats. Using a longitudinal survey design in Study 3 (N = 251), we examined how emotional responses evolved in parallel with the pandemic and found further support for Study 2 findings. Collectively, our findings provide insight into the process of leadership from a social identity perspective during times of crisis, illustrating how social identity can inhibit mobilization of united efforts. The findings have implications for leadership of subgroup divides in different organizational and crisis contexts.

https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/asap.12316

Maria Kakarika

Papers

Aligning or Inflating Your Leadership Self-Image? A Longitudinal Study of Responses to Peer Feedback in MBA Teams

Staffing an entrepreneurial team: diversity breeds success

Where Does the Heart Lie? A Multistage Process Model of Entrepreneurial Passion and Role Identity Management

Don’t Shoot the Messenger? A Morality- and Gender-Based Model of Reactions to Negative Workplace Gossip

Not “My” crisis: Social identity and followers’ crisis responses to COVID‐19