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

The Social Psychology of Organizations.

(1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

Human cognitive abilities: A survey of factor analytic studies

What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.

The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields (Chinese Translation)

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Purpose – This paper’s aim is to examine the influence of perceived cost of sharing knowledge and
affective trust in colleagues on the relationship between affective commitment and knowledge sharing.
Design/methodology/approach – The methodology used was a survey of 496 employees from 15
organizations across ten industries.
Findings – Affective trust in colleagues moderates the relationship between affective commitment and
knowledge sharing and the relationship between cost of knowledge sharing and knowledge sharing.
Research limitations/implications – Future researchers should operationalize the perceived cost of
knowledge sharing construct to include other potential group barriers; for instance, politics and
organizational barriers, management commitment and lack of trust.
Practical implications – The findings of this study suggest that employees who value social
relationships and social resources tend to view knowledge as a collectively owned commodity. As such,
their knowledge sharing behavior reflects the model of reciprocal social exchanges.
Social implications – The results of this study indicate that an organizational culture that encourages
affect-based trust between colleagues will facilitate knowledge sharing.
Originality/value – The paper bridges the gap between the literature on knowledge sharing, perceived
cost of knowledge sharing, affective organizational commitment and trust in a single model.

Knowledge sharing: influences of trust, commitment and cost

The Impact of Critical Thinking Disposition on Learning Using Business Simulations

Learning with a strategic management simulation game: a case study

Purpose – The purpose of the research is to examine whether need for achievement moderates the
relationship between job-demand for learning and job-related learning.
Design/methodology/approach – Data were obtained from 153 participants full-time. The scales
for job-demand for learning and job-related learning were developed for this research, whilst the scale
for need for achievement was obtained from an external source. Hierarchical regression analysis was
used in testing the hypothesized moderating effects.
Findings – It was found that need for achievement moderates the relationship between job-demand
for learning and job-related learning. Specifically, although job-demand for learning is correlated
positively to job-related learning for both the high and the low need for achievement groups, this
correlation is stronger amongst the high group.
Research limitations/implications – The use of a cross-sectional design in this study prohibits
inferences being drawn regarding the causal relationships between job-demand for learning, need for
achievement and job-related learning.
Practical implications – Job-related learning can be facilitated through increasing the need for
achievement by allowing employees to establish their own learning and performance goals rather than
by imposing such goals on them. The redesign of jobs to create challenges for employees is an equally
important practical consideration.
Originality/value – This research provides a succinct view of the relationship between an external
factor, job-demand for learning, and an internal motivator, need for achievement. It emphasizes the
degree to which organizations can facilitate learning through design of challenging jobs, to the extent
of the individuals’ motivation.

Job-demand for Learning and Job-related Learning: The Moderating Effect of Need For Achievement

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.

/pdf/combinative-aspects-of-leadership-style-and-emotional-2r8x7dvhe6.pdf

Mark Loon

Papers

Knowledge sharing: influences of trust, commitment and cost

The Impact of Critical Thinking Disposition on Learning Using Business Simulations

Learning with a strategic management simulation game: a case study

Job-demand for Learning and Job-related Learning: The Moderating Effect of Need For Achievement

Combinative aspects of leadership style and emotional intelligence