Mitchell J. Neubert

Bio: Mitchell J. Neubert is an academic researcher from Baylor University. The author has contributed to research in topics: Servant leadership & Job satisfaction. The author has an hindex of 24, co-authored 57 publications receiving 4616 citations. Previous affiliations of Mitchell J. Neubert include Harvey Mudd College & Bowling Green State University.

Relating member ability and personality to work-team processes and team effectiveness.

Abstract: Six hundred fifty-two employees composing 51 work teams participated in a study examining relationships among team composition (ability and personality), team process (social cohesion), and team outcomes (team viability and team performance). Mean, variance, minimum, and maximum were 4 scoring methods used to operationaliz e the team composition variables to capture the team members' characteristics. With respect to composition variables, teams higher in general mental ability (GMA), conscientiousness, agreeableness, extraversion, and emotional stability received higher supervisor ratings for team performance. Teams higher in GMA, extraversion, and emotional stability received higher supervisor ratings for team viability. Results also show that extraversion and emotional stability were associated with team viability through social cohesion. Implications and future research needs are discussed.

Regulatory focus as a mediator of the influence of initiating structure and servant leadership on employee behavior.

Abstract: In this research, the authors test a model in which the regulatory focus of employees at work mediates the influence of leadership on employee behavior. In a nationally representative sample of 250 workers who responded over 2 time periods, prevention focus mediated the relationship of initiating structure to in-role performance and deviant behavior, whereas promotion focus mediated the relationship of servant leadership to helping and creative behavior. The results indicate that even though initiating structure and servant leadership share some variance in explaining other variables, each leadership style incrementally predicts disparate outcomes after controlling for the other style and dispositional tendencies. A new regulatory focus scale, the Work Regulatory Focus (WRF) Scale, also was developed and initially validated for this study. Implications for the results and the WRF Scale are discussed.

The Virtuous Influence of Ethical Leadership Behavior: Evidence from the Field

Abstract: This study examines a moderated/mediated model of ethical leadership on follower job satisfaction and affective organizational commitment. We proposed that managers have the potential to be agents of virtue or vice within organizations. Specifically, through ethical leadership behavior we argued that managers can virtuously influence perceptions of ethical climate, which in turn will positively impact organizational members’ flourishing as measured by job satisfaction and affective commitment to the organization. We also hypothesized that perceptions of interactional justice would moderate the ethical leadership-to-climate relationship. Our results indicate that ethical leadership has both a direct and indirect influence on follower job satisfaction and affective commitment. The indirect effect of ethical leadership involves shaping perceptions of ethical climate, which in turn, engender greater job satisfaction and affective organizational commitment. Furthermore, when interactional justice is perceived to be high, this strengthens the ethical leadership-to-climate relationship.

Servant leaders inspire servant followers: Antecedents and outcomes for employees and the organization

Abstract: Despite widespread adoption of servant leadership, we are only beginning to understand its true utility across multiple organizational levels. Our purpose was to test the relationship between personality, servant leadership, and critical follower and organizational outcomes. Using a social influence framework, we proposed that leader agreeableness and extraversion affect follower perceptions of servant leadership. In turn, servant leaders ignite a cycle of service by role-modeling servant behavior that is then mirrored through coworker helping behavior and high-quality customer service, as well as reciprocated through decreased withdrawal. Using a multilevel, multi-source model, we surveyed 224 stores of a U.S. retail organization, including 425 followers, 110 store managers, and 40 regional managers. Leader agreeableness was positively and extraversion was negatively related to servant leadership, which was associated with decreased follower turnover intentions and disengagement. At the group-level, service climate mediated the effects of servant leadership on follower turnover intentions, helping and sales behavior.

The Value of Feedback and Goal Setting Over Goal Setting Alone and Potential Moderators of this Effect: a Meta-Analysis

Abstract: This meta-analysis extends goal setting research by using 16 effect sizes to compare feedback plus goal setting conditions to goal-setting-only conditions (d = .63). Moderator analyses provided strong support for task complexity as a moderator of the magnitude of the resulting effect size. The effect size for complex tasks was found to be over double the value for simple tasks. The source of external feedback, on the other hand, did not moderate the effect of adding feedback to goal setting.

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Abstract: Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References