Showing papers in "Leadership Quarterly in 2000"

Leadership development:: A review in context

Abstract: Interest in leadership development is strong, especially among practitioners Nonetheless, there is conceptual confusion regarding distinctions between leader and leadership development, as well as disconnection between the practice of leadership development and its scientific foundation The present review examines the field of leadership development through three contextual lenses: (1) understanding the difference between leader development and leadership development ( conceptual context); (2) reviewing how state-of-the-art development is being conducted in the context of ongoing organizational work ( practice context); and (3) summarizing previous research that has implications for leadership development ( research context) The overall purpose is to bridge the practice and science of leadership development by showing the importance of building both human and social capital in organizations Specific practices that are reviewed include 360-degree feedback and executive coaching, mentoring and networking, and job assignments and action learning Practices and research are framed in terms of a general need to link leader development, which is primarily based on enhancing human capital, with leadership development that emphasizes the creation of social capital in organizations

Strategic leadership research: Moving on

Abstract: During the last 20 years, the field of strategic leadership has undergone both a rejuvenation and a metamorphosis. We argue that the essence of strategic leadership involves the capacity to learn, the capacity to change, and managerial wisdom. Against this backdrop, we first review issues related to under what conditions, when, and how strategic leadership matters. Next, we selectively review three streams of theory and research. The first is strategic leadership theory and its antecedent, Upper Echelon theory. The second stream of theory and research focuses on what Bryman has labeled the “new” leadership theories. These include charismatic, transformational, and visionary theories of leadership. The last stream of research we classify as the “emergent” theories of leadership. Among these are theories that explore behavioral and cognitive complexity as well as social intelligence. Finally, we attempt to suggest how the “new” and “emergent” theories can be integrated within what we claim is the essence of strategic leadership.

Leadership skills for a changing world: Solving complex social problems.

Abstract: Leadership has traditionally been seen as a distinctly interpersonal phenomenon demonstrated in the interactions between leaders and subordinates. The theory of leadership presented in this article proposes that effective leadership behavior fundamentally depends upon the leader's ability to solve the kinds of complex social problems that arise in organizations. The skills that make this type of complex social problem solving possible are discussed. The differential characteristics and career experiences likely to influence the development of these skills also are considered along with the implications of these observations for leadership theory and for the career development of organizational leaders.

A model of relational leadership: The integration of trust and leader–member exchange

Abstract: This article presents a model of relational leadership based on a review of leader-member exchange (LMX) and interpersonal trust. This model asserts that the LMX relationship is built through interpersonal exchanges in which parties to the relationship evaluate the ability, benevolence, and integrity of each other. These perceptions, in turn, influence the behaviors predicted by LMX researchers. This integrated model of relational leadership provides insights into the dynamics of leader-subordinate relationships and resolves some of the inconsistencies in the LMX research without losing the richness and uniqueness of the exchange theory. A number of propositions for future research in relational leadership are also suggested.

E-leadership: Implications for theory, research, and practice

Abstract: In this article we review literature to build a broad understanding of what constitutes e-leadership in organizations. We propose a framework based on Adaptive Structuration Theory that could be used to study how Advanced Information Technology could influence and is influenced by leadership. According to our framework, the effects of Advanced Information Technology emerge from their interaction with organizational structures of which leadership is a part. Furthermore, organizational structures, including leadership, may themselves be transformed as a result of interactions with Advanced Information Technology. We use our Adaptive Structuration Theory–based framework to pool relevant results and suggestions from a diverse array of literature to provide recommendations for developing a research agenda on e-leadership.

Development of leadership skills: Experience and timing

Abstract: To develop organizational leaders we need to understand how requisite skills are acquired over the course of people's careers. In this article, a cross-sectional design was used to assess differences in leadership skills across six grade levels of officers in the U.S. Army. Increased levels of knowledge, problem-solving skills, systems skills, and social skills were found at higher grade levels. Certain skills and experiences, however, were found to be particularly important at certain phases of leaders' careers. These findings are used to propose an organization-based model of skill development. Implications of this model for leader development programs are discussed.

Ten years of The leadership quarterly

Abstract: This article reviews the founding of The Leadership Quarterly (LQ) and the 188 articles published in its first decade. Multiple methods were used to prepare this review including interviews with former and current LQ editors; quantitative techniques; and qualitative analysis to examine the themes, methods, and contributions of the journal during its first decade. Directions for future research are provided, which integrate a decade of LQ author directives with interviews of prominent leadership scholars and the current authors’ opinions grounded in the literature review.

Thinking outside the box by looking inside the box: Extending the cognitive revolution in leadership research

Abstract: Follower and leader cognitions play critical roles in many organizational phenomena. In this review, we report and reflect on a decade of cognitive leadership research. Following a brief introduction, the review is divided into two sections—one devoted to individual and dyadic cognition, and the other to collective cognition. We identified three central themes for each section. For individual and dyadic cognition, we identified metacognitive processes and leadership, implicit leadership theories (ILTs), and network based models of ILTs as central themes. For collective cognition, we identified charisma, organizational performance and sensemaking, and transformation and change as central themes. Our goal in this review was to uncover important underlying assumptions of selected studies to illuminate more clearly the path of cognitive leadership research over the past 10 years and its potential paths over the next ten years.

Exploring the relationship of leadership skills and knowledge to leader performance

Abstract: The criterion-related validity of constructed response measures of complex problem-solving skills, social judgment skills, and leader knowledge is examined with respect to two criteria of leader effectiveness: leader achievement and quality of solutions to ill-defined leadership problems. Core aspects of the leader capabilities model are tested using these measures in a series of hierarchical regression analyses. Results indicate that constructed response measures of key leader capabilities account for variance in leader effectiveness and provide initial validation evidence for a central part of the theoretical model. The problem-solving, social judgment and knowledge measures account for significant variance in leadership criteria beyond that accounted for by cognitive abilities, motivations, and personality. Initial evidence also suggests that complex problem-solving skills, social judgment and leader knowledge partially mediate the relationship of cognitive abilities, motivation and personality to leader effectiveness. Implications and generalizability of the results are discussed in light of a related civilian leadership study conducted within the U.S. Department of Defense.

Leadership skills: Conclusions and future directions

Abstract: Mumford, Zaccaro, Harding, Jacobs, and Fleishman have argued that leadership can be understood in terms of knowledge, problem-solving skills, solution construction skills, and social judgment needed to solve organizational problems. In this article, we review the results obtained in a series of investigations intended to examine this proposition. We begin by reviewing the central implications of this skills-based model of leader performance. The strengths and limitations of the available evidence bearing on this model are discussed along with some potential directions for future research. Research directions are considered with respect to model development and refinement, linkages to other models of leadership, and potential practical applications. It is argued that this kind of skills-based model may provide a viable new perspective for understanding leader performance—one particularly appropriate for the dynamic, knowledge-based industries of the twenty-first century.

Development and effects of transformational leadership in adolescents.

Abstract: We developed and tested a model in which adolescents who perceive their parents exhibiting transformational leadership behaviors would themselves display these behaviors. In turn, adolescents who used transformational leadership behaviors in a team context (as rated by themselves, their peers, and their coach) would be rated as more effective, satisfying, and effort-evoking leaders by their peers and coaches. Participants were 112 high school students (mean age = 15.2 years) who were members of 11 sports teams, and their team coaches. Controlling for the effects of adolescents' skills, results obtained using structural equation modeling supported the predicted model. Conceptual and empirical issues regarding the development and effects of transformational leadership in adolescents are discussed.

Transformational leadership and attachment.

Abstract: Attachment theory posits that the child's experiences with attachment figures (mostly parents) form the basis for an internal working model of self and others that can be either secure (others and self are perceived positively) or insecure (others or self are perceived negatively). In adulthood, these models are reflected in attachment styles which are manifested in various realms (e.g., romantic relationships). This article expands the conceptualization derived from attachment theory to the area of leadership. The arguments presented are anchored in the similarity found in the literature between characteristics of the secure attachment style and those of transformational leaders. The central hypothesis is that the style of transformational leadership will correlate positively with the secure attachment style. This hypothesis was examined in three studies conducted in officers' courses, using different sources of report in each study. In all three studies, significant correlations were found between secure attachment and transformational leadership. This new direction of research has important implications for the understanding of the personality and development processes of transformational leaders.

Perceived effectiveness of influence tactics in the United States and China.

Abstract: A cross-cultural study was conducted with managers from the United States and China to investigate differences in influence behavior. Managers rated the effectiveness of different influence tactics for several representative situations. Significant differences were found between American and Chinese managers in a large, multinational company with facilities in both countries. The results were replicated for a second sample consisting of several organizations in each country. Rational persuasion and exchange were rated as more effective by American managers than by Chinese managers. Coalition tactics, upward appeals, and gifts were rated more effective by Chinese managers than by American managers. The influence tactics accurately predicted nationality for 94% of the respondents.

Leadership déjà vu all over again

Abstract: Much leadership literature neglects its historical-contextual antecedents and as a result over-emphasizes zeitgeist, or tenor of the time's social forces. This neglect impedes leadership research by encouraging academic amnesia and promoting a strong feeling of research deja vu among many researchers and practitioners. In this article, we develop a leadership historical-contextual superstructure consisting of evolutionary antecedents, paradigmatic antecedents, purpose and definitional antecedents, stakeholder antecedents, levels of analysis and temporal antecedents, and research dissemination antecedents. We use this superstructure to analyze current work in the increasingly important relational leadership research stream to illustrate how the superstructure's use can aid leadership researchers and practitioners in avoiding leadership deja vu and academic amnesia and help build a more cumulative field.

Assessment of leader problem-solving capabilities.

Abstract: We describe the development of and initial psychometric evidence for a set of five constructed response measures designed to assess complex problem-solving skills and knowledge expected to influence leadership. Structured (cued) and unstructured (uncued) problem solving scenarios intended to assess process skills associated with creative problem solving are presented first. Solution construction tasks developed to assess attention to constraints and characteristics in the broader problem context are presented next. Finally, social judgment tasks intended to assess understanding of people and social systems and a task sort to assess knowledge of leadership roles are presented. Preliminary evidence for the reliability and construct validity of these constructed response measures supports their efficacy in assessing skills that underlie effective organizational leadership.

Patterns of leader characteristics: Implications for performance and development.

Abstract: Current theories of leadership suggest that certain types of individuals are especially likely to succeed as leaders in certain organizations. The intent in the present article was to first identify types or subgroups of individuals entering the U.S. Army based on ability, personality, and motivational characteristics, and subsequently identify which types tend to be found in upper level positions. A Ward and Hook cluster analysis revealed seven types in a sample of junior Army officers. Three of these types are also particularly prominent among upper level Army leadership positions. The seven types displayed some differences in skills and patterns of career development. Based on these findings, it was concluded that organizations should recognize the need for different types of people to fill different types of organizational leadership roles.

Problems with the pygmalion effect and some proposed solutions

Abstract: Over the last few decades, the Pygmalion effect (i.e., the finding that leader expectations for subordinate performance can subconsciously affect leader behavior and subordinate performance) has been explored extensively. Numerous studies have clarified the effect, and mediating mechanisms of leadership and self-expectations have been identified. However, a number of factors limit the application of the Pygmalion effect to the workplace. These include its lack of generalizability to women and established work groups, its subconscious nature, the ethical questions surrounding the deceptive procedure used to create the effect, and the failure of Pygmalion training. The primary purpose of this article is to present a review of these problems and to offer suggestions for dealing with them.

Which leadership roles matter to whom? an examination of rater effects on perceptions of effectiveness

Abstract: Using a 360-degree feedback approach, we examined the extent to which raters vary in the leadership roles they associate with effectiveness, as well as the extent to which self-ratings reflect those of other raters. Using data from 252 managers and their subordinates, peers, and superiors from the public utility industry, we found that, depending on the rater-ratee relationship, different leadership roles are associated with effectiveness. The managers themselves resembled their superiors the most in terms of the leadership roles they associated with effectiveness. These results lend support for the importance of 360-degree feedback for both practitioners and researchers. Organizational researchers, then, should not only examine levels of rater agreement, but also try to better understand what different raters consider critical leadership roles. This article is a step in that direction.

Implanting pygmalion leadership style through workshop training: Seven field experiments

Abstract: Manager training in Pygmalion Leadership Style (PLS) was evaluated in seven field experiments. PLS is manager behavior that conveys high performance expectations to subordinates, creates a supportive climate, and attributes subordinate successes to stable, internal causes. The training workshop was developed across the seven experiments from a one-day familiarization experience to a three-day program that included learning Pygmalion concepts, skill-practice exercises, planning implementation, and follow-up sessions. In all seven experiments, questionnaires measured leader and follower perceptions; in three, performance data were also analyzed. There was little evidence that the workshops influenced leaders or followers. Meta-analysis of 61 effects in the seven experiments yielded a small mean effect size r = .13, p . The contrast between this small effect and the medium-to-large effect produced by previous Pygmalion experiments is discussed in terms of the efficacy-effectiveness distinction. Ideas for improving attempts to get managers to be Pygmalions are discussed.

Influence triggers: A framework for understanding follower compliance

Abstract: This article proposes a framework for understanding follower compliance The framework draws from the leadership, influence, and motivation literatures to identify follower-based influence triggers and the intervening variables that lead to follower compliance The article discusses the proposed relationships and provides some directions for future research

Development and evaluation of cognitive and metacognitive measures for predicting leadership potential

Abstract: This article describes the development of an on-line computer-based cognitive and metacognitive skill assessment battery (the MLE) designed for assessment and development of high-level executives. The reliability and validity of the skill measures were calculated on a sample of senior officers at the National Defense University, Industrial College of the Armed Forces. Significant criterion-related validity of the MLE assessment battery was obtained, which confirmed the hypothesis regarding the importance of these skills for solving problems involved in high-level executive leadership. The special importance of metacognitive processing and solution construction skills was confirmed.

From selling peanuts and beer in yankee stadium to creating a theory of transformational leadership: An interview with bernie bass

Abstract: Question: When and where were you born? And what did your parents do? Did you serve in the military? Bass: I was born on June 11, 1925, in the Bronx, New York City, where I lived until I was 16 years old and attended DeWitt-Clinton high school. We moved to Manhattan after my mother died. By age 14, I was selling popcorn, hot dogs, soft drinks, and beer in Yankee stadium and the Polo Grounds. I saw a lot of important baseball games, including the 1941 World Series (the so-called “subway series”) between the New York Yankees and the Brooklyn Dodgers. At age 18, I joined the U.S. Army Airforce (USAAF) to become a navigator-bombardier and ended up in B-29 flight engineering school. Then, the atomic bomb was dropped. I never flew in combat and was discharged in November 1945.