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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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
Cites background from "기독교 사역과 Leadership"
...Perhaps this should not be surprising, since the heart of transformational leadership is the ability to get employees to perform above and beyond expectations (Bass, 1985; Burns, 1978; Kouzes & Posner, 1987), and this extra effort may show up in the form of citizenship behavior....
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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
Cites background from "기독교 사역과 Leadership"
...Burns (1978) first introduced the concepts of transformational and transactional leadership in his treatment of political leadership....
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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
Cites background from "기독교 사역과 Leadership"
...The Wnal element of the deWnition related to “decisionmaking” reXects the fact that ethical leaders consider the ethical consequences of their decisions, and make principled and fair choices that can be observed and emulated by others (Bass & Avolio, 2000; Burns, 1978; Howell & Avolio, 1992)....
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...ethical consequences of their decisions, and make principled and fair choices that can be observed and emulated by others (Bass & Avolio, 2000; Burns, 1978; Howell & Avolio, 1992)....
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...Burns (1978) said that “transforming” leaders inspire followers by aligning their own and their followers’ value systems toward important moral principles....
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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
Cites background from "기독교 사역과 Leadership"
...In developing the construct, Burns (1978) drew from the literature on traits, leadership styles, leader-member exchange research, as well as his own observations, and put forth the idea of a transformational and transactional leadership style....
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...Burns, J.M. (1978). Leadership. New York: Harper & Row. Burns, T., & Stalker, G.M. (1961). The management of innovation. Chicago: Quadrangle Books. Conger, J.A., & Kanungo, R.N. (1988). The empowerment process: Integrating theory and practice. Academy of Management Review, 13, 471-482. Conger, J.A., & Kanungo, R.N. (1987). Toward a behavioral theory of charismatic leadership in organizational settings. Academy of Management Review, 12, 637-647. Cowen, S.S. (1990). A study of relationships between perceived leader behaviors of presidents at public fouryear institutions of higher education in the United States and the changes in FTE enrollment, perceptions...
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...This transformational leader was posited as a contrast to the transactional leader who exchanges valent rewards contingent upon a display of desired behaviors (Burns, 1978; Waldman, Bass, & Einstein, 1987)....
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...Burns, J.M. (1978). Leadership. New York: Harper & Row. Burns, T., & Stalker, G.M. (1961). The management of innovation. Chicago: Quadrangle Books. Conger, J.A., & Kanungo, R.N. (1988). The empowerment process: Integrating theory and practice. Academy of Management Review, 13, 471-482. Conger, J.A., & Kanungo, R.N. (1987). Toward a behavioral theory of charismatic leadership in organizational settings....
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...Burns, J.M. (1978). Leadership. New York: Harper & Row. Burns, T., & Stalker, G.M. (1961). The management of innovation. Chicago: Quadrangle Books. Conger, J.A., & Kanungo, R.N. (1988). The empowerment process: Integrating theory and practice....
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References
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Journal Article•
TL;DR: In this paper, the authors present distributed leadership as a framework for analysis, showing how the phenomenon complements formal higher education structures by mobilizing leadership from various sources, formal and informal.
Abstract: This article presents distributed leadership as a framework for analysis, showing how the phenomenon complements formal higher education structures by mobilizing leadership from various sources, formal and informal. This perspective more accurately portrays the reality of leading engaged institutions. Using the application data from 224 Carnegie-classified community-engaged institutions from the 2008 and 2010 cycles, this study investigated leaders responsible for institutional community engagement; their ways of leading and institutionalizing engagement; and the structural, contextual, and developmental elements in the distribution of leadership for engagement in classified engaged institutions. The findings suggest that the engaged institution as a holistic system locates, aligns, and coordinates tasks, processes, and resources along lines of expertise, and not necessarily in alignment with institutional lines of command. The collectivism involved in community engagement provides space for coexistence of planned and spontaneous performance as well as the alignment of leadership functions across various sources of leadership.
32 citations
01 Jan 2007
TL;DR: In this paper, the authors used a developmental perspective to study transformational leadership in the Indian context, focusing on significant life experiences that have shaped leaders who have successfully transformed organizations, and suggested that leaders do not emerge as a consequence of events or incidents but a journey of distinctive life experiences and processes.
Abstract: This study uses a developmental perspective to study transformational leadership in the Indian context. It focuses on significant life experiences that have shaped leaders who have successfully transformed organizations. The personal experiences shared by leaders offer valuable insights on the role of family and childhood experiences that have had a sustained impact on their lives. The paper suggests that leaders do not emerge as a consequence of events or incidents but a journey of distinctive life experiences and processes. It concludes with a framework that weaves the antecedents of leadership that have enabled leaders to accomplish professional growth and success.
32 citations
24 Feb 2011
TL;DR: In this paper, the authors examined the effects of both transformational and transactional leadership styles of managers/supervisors on employees satisfaction and self-perceived performance in United Arab Emirates international companies.
Abstract: This study tests the transformational leadership theory among managers at functional levels in United Arab Emirates (UAE) international companies. The UAE business sector was chosen due to its significance in the regional economy and its sizable contributions as the UAE continues to lead its neighboring countries in business development and technological advancements. More specifically, the UAE economy depends very heavily on expatriate workers and professionals, which creates a rich yet challenging environment for leadership models. The paper examines the effects of both transformational and transactional leadership styles of managers/supervisors on employees satisfaction and self-perceived performance. Self-esteem and leadership disposition (Romance of Leadership) of employees are hypothesized to act as moderators. The impact of cultural origin, gender, age, and job experience are also examined. Data was collected from employees working in international companies operating in the UAE. Results revealed a strong effect for transformational leadership on satisfaction. Importantly, results do challenge the view that both leadership styles are necessary conditions for leadership to be operationalized. Cultural and demographic factors showed strong impact on the dependent variables as did RLS and self-esteem. All findings are discussed and future research directions outlined.
32 citations
Journal Article•
TL;DR: In this article, a qualitative study conducted in urban Miami, Fiorida, explored the essence of Juvenile delinquency and recidivism: its causes, its reiations to communities, the roles of famines, and the myriad roies of residentiai treatment programs at rehabilitating young offenders.
Abstract: This qualitative study conducted in urban Miami, Fiorida, explored the essence of Juvenile delinquency and recidivism: its causes, its reiations to communities, the roles of famines, and the myriad roies of residentiai treatment programs at rehabiiitating young offenders. Data were coilected from nine young aduit participants who had satisfied their court-ordered sanctions in different residentiai facilities. Data were analyzed to discover themes, patterns, or dusters of meanings. Severai themes and sub-themes emerged. These induded overcoming patterns of delinquent behaviors, facing chaiienges of remaining focused and goai-oriented, and providing suggestions for young offenders as weii as recommendations for change to correctional leaders and accounts of successes andfaiiures. Impiications are induded for iawmakers, criminoiogists, and juveniie Justice administrators as measures for reducing Juvenile, delinquency and recidivism. There is a lot of goodness in us, but some of us are just lost. iVlaybe part of our journey is to venture through the system to find the good that lies within.' iVIike Background Juvenile delinquency and recidivism in America are major issues being debated by federai, state, and local governments. Criminoiogists and iawmakers consider what can be done to impart intervention and prevention measures. They seem to agree that crime prevention through education is a viable means
32 citations
01 Jan 2007
TL;DR: In this article, the authors explore the relationship between the current conception of the quality practitioner of educational leadership and the usefulness of learning how to conduct action research, and explore the appropriateness and relevance of educational leaders undertaking action research projects as the capstone of their doctoral studies.
Abstract: As a contribution to the lively debate that has been recently spawned among scholars about leadership preparation embedded in doctoral studies, this chapter explores the relationship between the current conception of the quality practitioner of educational leadership and the usefulness of learning how to conduct action research. The rst section describes the quality practitioner and shows how various theories lend themselves to this concept. Building on the theoretical underpinnings for the very practical work of educational leadership, the second section o ers a brief discussion of the background and development of action research. In the third section, we consider the appropriateness and relevance of educational leaders undertaking action research projects as the capstone of their doctoral studies. We explore the arguments for the Ed.D. as a more appropriate doctoral degree for the quality practitioner insofar as the Ed.D. is a professional doctorate unlike its research counterpart. And nally, the last section explores a way to weave action research throughout an innovative Ed.D. program so that students of educational leadership experience the application of action research methods to change some aspect of their own organizations as they learn how theory inter-relates with practice. This model is most suitable for part-time doctoral students who have remained employed in some leadership capacity. Note: This module has been peer-reviewed, accepted, and sanctioned by the National Council of the Professors of Educational Administration (NCPEA) as a scholarly contribution to the knowledge base in educational administration. The Quality Practitioner of Educational Leadership ∗http://creativecommons.org/licenses/by/2.0/ http://cnx.org/content/m14529/1.2/ Connexions module: m14529 2 During the last decade there has been an ideological shift in de ning and characterizing the notion of a quality practitioner of educational leadership. As a result of many critical conversations, some of which may or may not have involved educational practitioners themselves, there appears to be some agreement on the characteristics which are believed to best describe expertise in the practice of educational leadership at the beginning of the 21st century. E]ducational leadership [has] be[gun] to embrace more organizational content: . . . not just running organizations but molding them for success (Levin, 2006, p. 38). Contrary to past descriptions that emphasized sta supervision, management and discipline, current descriptions of leadership include the leader's capacity to in uence and promote equity, equality and excellence in educational organizations. Most important is the leader's willingness to interrupt the status quo for the purpose of maximizing learning opportunities for all those involved the organization. Educational leaders need to be able to re ect upon how the policies and practices embedded in the organization support or detract from every student's educational experience (Starratt, 1994). For instance, the argument is made that if leadership practitioners know how to listen to their constituents and gather relevant organizational data, they will be able to collaborate with their educational partners in the organization and community to in uence change that results in better educational outcomes for all students (Furman, 2002). More than ever before, educational leadership is being associated with student academic achievement. Firestone and Riehl, (2005) have recently published an edited book that resulted from an American Educational Research Association (AERA) and University Council of Educational Administration (UCEA) taskforce charged with developing a research agenda on educational leadership. The main research questions addressed in this volume are: How can educational leaders increase student learning, and how can they foster equity in educational outcomes? (p. 1). However, Brown (2006a) argues that our current leadership preparation programs pay little, if any attention to the necessity of preparing educational leaders to engage in social justice or equity work. Quality educational leadership practitioners, in collaboration with parents, teachers, students and other stakeholders, are challenged to seek the necessary skills to accomplish the tasks and responsibilities required of them. Leadership is a much more complex undertaking today than it was in the past. Leaders now need expertise in policy formation and implementation, deep knowledge of pedagogy and curriculum issues, expertise in fostering collaboration and teamwork and a sophisticated understanding of data collection and analysis. Each [expectation] is complex and requires conceptual understanding as well as the ability to put knowledge into action in educational settings `practical intelligence,' in the words of psychologist Robert Sternberg (1977) (Levin, 2006, p. 38). Much has been written that suggests leaders who become re ective practitioners advance in their practices and in building local and community capacity. Kowalski (2005) suggests that in true professions, practitioners are expected to possess a theoretical base for practice, technical skills required to apply theory, and the ability to engage in re ective practice (p. 2). He goes on to de ne re ective practice as the process by which the practitioner bene ts from experience by integrating knowledge, skills, and experience (p. 2). One can deduce that leaders who use critical re ection to take action in pursuit of knowledge and social change demonstrate the essence of what Paulo Freire (1970) de ned as praxis. Practice is a reaction to the conditions existing in the outside world; it is experiential. . . . Praxis, on the other hand, is the combination of the external environment and the internal consciousness of the principal (Wenglinsky, 2004, p. 33). Thus, when an educational leadership practitioner acquires the skill of critical re ection, she has reached a major milestone in arriving at that cyclical, multifaceted, multilateral sphere of leadership. This description acknowledges the inherent understanding that true critical re ections involve aligning re ections to theory, forming critical inquiries about policy and practice, and taking informed action. Kowalski (2005) warns that this is not a simple task because re ection does not occur naturally (p. 3). Since e ective (sustainable) re ective practice is in uenced by adult experiences, adult learning theories, transformative theory, and emancipatory theory help us understand the process. Mezirow (1991) argues that adult learning emphasizes contextual understanding, critical re ection on assumptions, and validating meaning by assessing reasons (p. 3). Embedded beneath the contexts of biographical, historical and cultural experiences are the justi cations for what we know, think, believe, and feel, and our methods of making meaning of and about the environment that surrounds us. Since http://cnx.org/content/m14529/1.2/ Connexions module: m14529 3 learning is predicated upon one's prior interpretations which form taken-for-granted assumptions and frames of references, changing and/or uncertain social interactions and/or experiences which present new meanings prompt adults to seek justi able truths. In the absence of justi able truths, adults seek agreement of reliable information sources before forming decisions about these new or challenging insights. Within this thinking process, or process of making meaning, adult learning takes place. According to transformation theory, adults can change their points of view. Speci cally, Mezirow (1991) explains that transformation theory is the process of becoming critically aware of one's own tacit assumptions and expectations and those of others and assessing their relevance for making an interpretation (p. 4). One of the goals of transformation theory is to aim the learning toward re ective processes that enable selfevaluation of one's values, beliefs and experiences. This process is crucial for change. Becoming critically re ective of one's own assumptions is the key to transforming one's taken-for-granted frame of reference, an indispensable dimension of learning for adapting to change (Mezirow, 1997, p. 9). Ironically, traditional educational preparation programs and the hierarchical structure of public schools tend to perpetuate compliance and maintenance of the status quo (Brown, 2006b). Thus, transformation theory and its product, transformative learning, aids leaders in understanding and developing the necessary skills and processes which encourage them to challenge the status quo. In essence, transformative learning helps leaders to deconstruct conformity to the many social and cultural canons which have permeated U.S. public schools to the detriment of many of our students. Quality educational practitioners understand that to maintain the status quo (of the existing social and cultural canons) is to impede development of a sense of responsible agency (Mezirow 1991, p. 8). Important in the study of adult learning theory, particularly in reference to praxis, is the concept of emancipatory thinking brought on by transformation. Tennant (1998) describes evidence of transformative learning as a reaction that incites a refusal to be positioned when the interests served are those of domination and oppression; and encourages alternative readings of the text of experience (quoted in Mezirow 1991, p. 24). To this point, much of our discussion has been about how adult learning theory promotes re ective thinking, stimulates potential for transformation, and emancipates one's thinking to the level of action. To prepare quality educational leadership practitioners who demonstrate those capacities, we suggest action research a systematic inquiry conducted by teachers, administrators, counselors, or others with a vested interest in the teaching and learning process or organizational environment for the
32 citations