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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01 Jan 2016
TL;DR: In this paper, the teacher as Learner for Differentiated Instruction is described as a "teacher as learner for differentiated instruction" and a "servant leadership journey" is described.
Abstract: ...............................................................................................................................v List of Figures ................................................................................................................... xii Chapter 1: Teacher as Learner for Differentiated Instruction..............................................1 Background and Context ...............................................................................................1 Problem Statement .........................................................................................................4 Purpose and Research Questions ...................................................................................5 Chapter 2: Leadership Theory-In-Use ...............................................................................10 Personal History...........................................................................................................10 Labyrinth Metaphor .....................................................................................................12 Leadership Paradigm ..................................................................................................14 Leadership Defined .....................................................................................................15 Servant Leadership Journey ........................................................................................17 Formative Servant Leadership ....................................................................................19 Building Servant Leadership ......................................................................................21 Distinctive Attributes ...................................................................................................22 Servant Leadership Model ...........................................................................................24 Manifested Characteristics...........................................................................................25 Feminist Leadership Journey ......................................................................................25 Feminist Leadership Characteristics ............................................................................28 Feminist Leadership Support .......................................................................................30 Culture of Care.............................................................................................................31 Transformational Leadership Journey .........................................................................33
30 citations
Additional excerpts
...10 Chapter 2 Leadership Theory-In-Use Leadership is ultimately behavior (DePree, 1992; Giuliani, 2002; Zigarmi, Fowler, & Lyles, 2007)....
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...10 Chapter 2 Leadership Theory-In-Use Leadership is ultimately behavior (DePree, 1992; Giuliani, 2002; Zigarmi, Fowler, & Lyles, 2007)....
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01 Jan 2014
TL;DR: In this article, the authors identify the relationship between transformational leadership and job satisfaction of employees working in one of the biggest multinational FMCGs in the Egyptian context and conclude that transformational leaders positively affect employee job satisfaction.
Abstract: The purpose of this research is to identify the relationship between transformational leadership and job satisfaction of employees working in one of the biggest multinational FMCGs in the Egyptian context. The survey was adapted from the Multifactor Leadership Questionnaire (MLQ) to measure the transformational leadership style. The Minnesota Satisfaction Questionnaire (MSQ) was adapted to measure employee job satisfaction. A total of 200 questionnaires were circulated, out of which 150 questionnaires have been returned showing 75% response rate. The findings of the study concluded that transformational leadership positively effects employee job satisfaction.
30 citations
Cites background from "기독교 사역과 Leadership"
...This theory was developed by Burns (1978) and later enhanced by Bass (1985)....
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...According to Burns (1978) a leader is perceived as transformational when leaders support and encourage followers to raise the level of their morals, motivation, beliefs, perceptions, and association with the objectives of the organization....
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Dissertation•
04 Jun 2008
TL;DR: In this paper, the authors investigate the management of classrooms that are based on constructivist philosophy and find that teaching generally precedes with the assumption that all relevant information can be provided by the teacher together with the few books that can be made available in school.
Abstract: Although education has witnessed a large number of technological advances over the past 50 years, the concept on which the education system is based did not change, especially, at classroom level. Jonnavithula and Kinshuk (2005) note that schools are still organised in very traditional ways. Teaching generally precedes with the assumption that all relevant information can be provided by the teacher together with the few books that can be made available in school. Research by Dollard and Christensen (1996:1) indicates that while considerable attention has been given to constructive teaching strategies, very little has been given to managing classrooms that are based on constructivist philosophy. Also, Henning’s (1995:128) research on classroom (from the view of social constructivism) suggests that the emphasis in South African research seems to have been on the content of the curriculum and on policy and governance, but the nitty-gritty of methodology and management in the classroom have not been researched rigorously.
30 citations
TL;DR: In this paper, the focus is on how histories of professional practice (teaching, research, publication) can and should be constructed in ways that not only chart events but also engage with the power processes that structure how agents are located in the world.
Abstract: Who knows about educational leadership, what knowing means, and what knowledge is produced is the core concern of this paper. The focus is on how histories of professional practice (teaching, research, publication) can and should be constructed in ways that not only chart events but also engage with the power processes that structure how agents are located in the world. An investigative framework and process is presented and used to argue how this could be undertaken. Through a limited but illuminative investigation of transformational leadership, the paper concludes that there is much to be gained by examining maps and mappers, and mapping in order to develop a critical understanding of the inter‐relationship between research, public policy and the state
30 citations
TL;DR: This paper examined the leadership beliefs and practices of three school leaders in a large urban school district in the Rocky Mountain West to determine whether any of them are con- con- ferent.
Abstract: The purpose of this article is to examine the leadership beliefs and practices of three school leaders in a large urban school district in the Rocky Mountain West to determine whether any are consi...
30 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