기독교 사역과 Leadership
01 May 1997-Vol. 15, Iss: 1, pp 245-288
TL;DR: Coaching & Communicating for Performance Coaching and 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 as mentioned in this paper.
Abstract: 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.
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Posted Content•
TL;DR: In this paper, the authors present the findings of a study, initiated by the multi-donor Global Leadership Initiative and led by the World Bank Institute (WBI), to examine leadership in the change processes of fourteen capacity development interventions in eight developing countries, through 140 in-depth structured interviews.
Abstract: Development involves change, but many development initiatives produce unimpressive results. The authors ask why and consider how to close the gap between the intended change and what we actually see in the evidence. This paper presents the findings of a study, initiated by the multi-donor Global Leadership Initiative and led by the World Bank Institute (WBI), to examine leadership in the change processes of fourteen capacity development interventions in eight developing countries, through 140 in-depth structured interviews. It explores what it takes to make change happen and in particular, the role leadership plays in effecting change. The authors propose that leadership contributes to change when it builds “change space†by fostering acceptance for change, granting authority for change, introducing or freeing the abilities necessary to achieve change. This “change space†is required to ensure contextual readiness for change and foster progress through the difficult stages of the change process. An analytical framework is introduced to illustrate the dimensions of this “change space†and its limits in organizational and social change. The authors argue that a lack of “change space†in many development contexts may be overlooked, contributing to failure. The paper concludes that leadership manifests in different ways in different contexts, depending on the contextual readiness and factors that shape change and leadership opportunities; but the key characteristics of plurality, functionality, problem orientation and “change space†creation are likely to be common to all successful leadership-led change events.
36 citations
Cites background from "기독교 사역과 Leadership"
...Transformational leadership (Burns 1978) manifests when leaders motivate people in their organizations and societies to aspire towards some higher purpose or better condition of the group they relate to....
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...Burns (1978) refers to transactional leadership where delegated authority and incentive and control mechanisms are used to ‘lead’ an Leadership can build acceptance (by managing attention and meaning, framing facts, coaching, etc....
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...…most theorists would answer, “That is the role of leadership!”xxxiv Many leadership scholars connect leadership to change as well, including Burns (1978) who argues that leadership manifests most in the change context, and Linsky and Heifetz (2002) who introduce leadership as…...
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...This discussion showcases the complexity of change and raises a question: Who ensures that change context, process and content relate effectively and that change space is engineered to ensure readiness for change and adjustment in the change process? While some disagree, most theorists would answer, “That is the role of leadership!” Many leadership scholars connect leadership to change as well, including Burns (1978) who argues that leadership manifests most in the change context, and Linsky and Heifetz (2002) who introduce leadership as facilitating adaptive change....
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...Burns (1978) refers to transactional leadership where delegated authority and incentive and control mechanisms are used to ‘lead’ an 15 organization in accomplishing a goal—which often involves change albeit motivated by the personal interests of agents (rather than their more noble aspirations)....
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TL;DR: The Leadership Assessment Questionnaire (LAQ) as discussed by the authors is a 360-degree survey instrument designed to help organizational leaders identify their own style of leadership and formulate appropriate development objectives, and it is designed to provide a means for developing an executive team in which multiple leadership archetypes are represented.
Abstract: The Leadership Assessment Questionnaire (LAQ) is a 360-degree survey instrument designed to help organizational leaders identify their own style of leadership and formulate appropriate development objectives. It is designed to provide a means for developing an executive team in which multiple leadership archetypes are represented. The LAQ is based on eight leadership archetypes-Strategist, Change-catalyst, Transactor, Builder, Innovator, Processor, Coach, and Communicator. These archetypes are representations of ways of leading in a complex organizational environment. In this article we discuss the development, design, and psychometric analysis of the LAQ. We detail the conceptual foundations of the questionnaire and the psychometric methods used to confirm the validity and reliability of the instrument. We conclude with avenues for future research.
36 citations
Cites background from "기독교 사역과 Leadership"
...While transactional leadership is more short-term oriented and focused on tactical issues, transformational leadership transcends daily affairs and helps release human potential (Burns 1978; Bass 1985; House and Shamir 1993; Bass and Avolo 1994)....
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05 Jan 2004
TL;DR: This paper proposes an extension to previous proposals for representing IS architectures in order to properly support a large variety of integration scenarios between IS, including intra and inter organizations, in particular manual and automatic, synchronous and asynchronous integration.
Abstract: Information system (IS) architectures have not paid enough attention to integration in the past because integration was not important to build ISs from scratch. However, with the variety and number of ISs in medium/large organizations increasing, including ERP systems, the need for integration is bigger than ever. Furthermore, most organizations now want to integrate their ISs with those belonging to other organizations. In this paper we propose an extension to our previous proposals for representing IS architectures in order to properly support a large variety of integration scenarios between IS, including intra and inter organizations. In particular we support manual and automatic, synchronous and asynchronous integration. We also present an example to illustrate the proposal with real world IS integration needs.
36 citations
Dissertation•
01 Mar 2011
TL;DR: In this paper, an ex post facto correlation study was conducted using a sample of military personnel (n = 318) in which study participants completed five questionnaires that measured the endogenous latent variables (i.e., psychological empowerment, job satisfaction, and organisational commitment) and the single exogenous latent variable (e.g., leader behaviour) in the structural model.
Abstract: In recent decades, organisations have continued to lose their skilled and experienced employees due to voluntary turnover. As a result, managers, researchers and practitioners have taken interest in understanding the factors that affect employees’ turnover decisions. However, although several existing studies have identified numerous factors related to turnover behaviours among employees, most of the empirical research studies utilise explanatory models that do not sufficiently address the mediating processes that lead to turnover intention. This study examined the collective effects of perceived leader behaviour, psychological empowerment, satisfaction and commitment on turnover intention. In doing so, the present study tested an explanatory structural model that suggests how these variables jointly influence turnover intention. Therefore, an ex post facto correlation study was conducted using a sample of military personnel (n = 318) in which study participants completed five questionnaires that measured the endogenous latent variables (i.e., psychological empowerment, job satisfaction and organisational commitment) and the single exogenous latent variable (i.e., leader behaviour) in the structural model. Item analysis and Confirmatory Factor Analysis (CFA) were used to assess the measurement properties of the respective measures. The results showed adequate evidence that the manifest indicators used in the study were indeed valid and reliable measures of the latent variables they were linked to. The proposed structural model was tested using structural equation modelling (SEM) and the goodness-of-fit statistics showed that both the hypothesised measurement model ( = 182.97; df = 67; p-value = 0.0000; RMSEA = 0.074) and the structural model ( = 182.91; df = 68; p-value = 0.00000; RMSEA = 0.073 ) were found to fit the data reasonably well. The results supported a model where turnover intention was explained to result from a combination of organisation-related and job-related attitudes. In turn, these attitudes were affected by leadership behaviours. The results showed that turnover intention resulted more strongly and directly from low levels of organisational commitment than from job satisfaction per se. The results also suggested that turnover intention was the result of high levels of psychological empowerment. Leader behaviour had a strong direct effect on both psychological empowerment and organisational commitment, but not a unique effect on job satisfaction, while psychological empowerment had a strong direct effect on both job satisfaction and turnover intention than on organisational commitment. The results also indicated that job satisfaction had an insignificant effect on organisational commitment.
36 citations
Cites background from "기독교 사역과 Leadership"
...Leadership is also defined as the process in which an individual (leader) influences others (followers/subordinates) to willingly and enthusiastically direct their efforts and abilities towards attaining identified group or organisational goals (Doyle & Smith, 2001; Lussier, 2006; Werner, 2001)....
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22 Sep 2005
TL;DR: The authors found a positive relationship between elementary teachers' perceptions of their principal's inviting leadership behaviors and their job satisfaction, the climate of their school, and the accountability rating assigned to their school.
Abstract: We queried Florida elementary teachers about how they perceived their principals' professional and personal inviting leadership behaviors during a time when many teachers and principals felt a lot of pressure due to test-based accountability. Despite the pressure, teachers reported that their principals demonstrated fairly high levels of inviting leadership behaviors. Further, we found a positive relationship between elementary teachers' perceptions of their principal's inviting leadership behaviors and their job satisfaction, the climate of their school, and the accountability rating assigned to their school. These findings suggest that there is an association between the way in which principals interact with their faculty and the achievement level of students. While many factors affect student achievement, this study reminds us that factors such as inviting leadership behaviors are an important component of quality schools. Introduction Educational leaders are constantly faced with different cultures and different circumstances in which they have the opportunity to lead. They must choose a leadership style that will enable them to lead the organization to new pinnacles of excellence in an era of "in your face accountability." According to Kouzes and Posner (2002), "Leadership is not all about personality; it's about practice" (p. 13). The dynamic process of leadership requires the educational leader to develop common practices into a model of leadership that will provide guidance for others to follow as they attempt to keep up with the ever-increasing state and national accountability mandates, such as the No Child Left Behind Act (U.S. Department of Education, no date). During this time of high-stakes accountability, many teachers and principals have reported feeling pressure to increase students' standardized test scores (George, 2001; Jones & Egley, 2004; Jones, Jones, & Hargrove, 2003). We wondered how this pressure was affecting principals' leadership behaviors. Because Invitational Education Theory (IET) has been shown to be a viable leadership theory for the educational setting (Asbill, 1994; Egley, 2003), we designed a study to investigate the relationship between professionally and personally inviting behaviors of Florida elementary school principals and teacher job satisfaction, school climate, and school accountability ratings. The purpose of this paper is to discuss teachers' perceptions of their principals' inviting leadership behaviors and how these behaviors are related to teachers' job satisfaction, school climate, and school ratings. Literature Review Invitational Leadership Invitational Leadership differs from the standard theories of leadership that emphasize the process of influencing others through the use of power. Instead, it promotes collaboration and shows compassion and respect for individuals in the educational system. Barth (1991) noted that improving the interactions among and between teachers and principals is a significant factor in the school improvement process. According to Purkey and Siegel (2003), "Invitational Leadership is a theory of practice that addresses the total environment in which leaders function. As a theory put into practice, it is a powerful process of communicating caring and appropriate messages intended to summon forth the greatest human potential as well as for identifying and changing those forces that defeat and destroy potential" (p. 1). Their model of Invitational Leadership is one that encourages leaders and their associates to pursue more joyful and meaningful professional and personal lives through four guiding principles: respect, trust, optimism, and intentionality. Purkey and Novak (1996) noted that Invitational Education Theory (IET) is a theory of practice that offers a systematic approach to the educational process and it provides strategies for making schools more inviting. …
36 citations
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TL;DR: Theoretical development in this area also has undergone many refinements, and the current theory is far different from the early Vertical Dyad Linkage (VDL) work as discussed by the authors.
Abstract: Research into Leader-Member Exchange (LMX) theory has been gaining momentum in recent years, with a multitude of studies investigating many aspects of LMX in organizations. Theoretical development in this area also has undergone many refinements, and the current theory is far different from the early Vertical Dyad Linkage (VDL) work. This article uses a levels perspective to trace the development of LMX through four evolutionary stages of theorizing and investigation up to the present. The article also uses a domains perspective to develop a new taxonomy of approaches to leadership, and LMX is discussed within this taxonomy as a relationship-based approach to leadership. Common questions and issues concerning LMX are addressed, and directions for future research are provided.
5,812 citations
TL;DR: The rapid growth of research on organizational citizenship behaviors (OCBs) has resulted in some conceptual confusion about the nature of the construct, and made it difficult for all but the most avid readers to keep up with developments in this domain this paper.
5,183 citations
TL;DR: This study provided a comprehensive examination of the full range of transformational, transactional, and laissez-faire leadership, revealing an overall validity of .44 for transformational leadership and this validity generalized over longitudinal and multisource designs.
Abstract: This study provided a comprehensive examination of the full range of transformational, transactional, and laissez-faire leadership. Results (based on 626 correlations from 87 sources) revealed an overall validity of .44 for transformational leadership, and this validity generalized over longitudinal and multisource designs. Contingent reward (.39) and laissez-faire (-.37) leadership had the next highest overall relations; management by exception (active and passive) was inconsistently related to the criteria. Surprisingly, there were several criteria for which contingent reward leadership had stronger relations than did transformational leadership. Furthermore, transformational leadership was strongly correlated with contingent reward (.80) and laissez-faire (-.65) leadership. Transformational and contingent reward leadership generally predicted criteria controlling for the other leadership dimensions, although transformational leadership failed to predict leader job performance.
3,577 citations
TL;DR: In this paper, social learning theory is used as a theoretical basis for understanding ethical leadership and a constitutive definition of the ethical leadership construct is proposed. But, little empirical research focuses on an ethical dimension of leadership.
3,547 citations
TL;DR: A meta-analysis of the transformational leadership literature using the Multifactor Leadership Questionnaire (MLQ) was conducted to compute an average effect for different leadership scales, and probe for certain moderators of the leadership style-effectiveness relationship as mentioned in this paper.
Abstract: A meta-analysis of the transformational leadership literature using the Multifactor Leadership Questionnaire (MLQ) was conducted to (a) integrate the diverse findings, (b) compute an average effect for different leadership scales, and (c) probe for certain moderators of the leadership style-effectiveness relationship. Transformational leadership scales of the MLQ were found to be reliable and significantly predicted work unit effectiveness across the set of studies examined. Moderator variables suggested by the literature, including level of the leader (high or low), organizational setting (public or private), and operationalization of the criterion measure (subordinate perceptions or organizational measures of effectiveness), were empirically tested and found to have differential impacts on correlations between leader style and effectiveness. The operationalization of the criterion variable emerged as a powerful moderator. Unanticipated findings for type of organization and level of the leader are explored regarding the frequency of transformational leader behavior and relationships with effectiveness.
2,836 citations