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.
Citations
More filters
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....
[...]
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....
[...]
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)....
[...]
...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)....
[...]
...Burns (1978) said that “transforming” leaders inspire followers by aligning their own and their followers’ value systems toward important moral principles....
[...]
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....
[...]
...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...
[...]
...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)....
[...]
...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....
[...]
...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....
[...]
References
More filters
01 Jan 2012
TL;DR: In this article, the authors consider the impact of a professional development school partnership on leadership development and how the partnership allows school leaders to focus on clear school improvement goals and targeted professional development as their leadership and school-wide sustainable changes develop over time.
Abstract: Principals are expected to create a vision for their schools with clearly articulated goals for sustainable change. The 2008 Interstate School Leaders Licensure Consortium (ISLLC) Standards provide a strong framework for leadership knowledge, behavior and dispositions. ISLLC Standards 1 and 2 outline the school leader’s responsibility in articulating the school vision and providing a successful instructional program. Professional Development Schools (PDSs) provide a model of school reform that enables school leaders to access multiple avenues of support in their efforts to develop implement this vision. This article considers the impact a professional development school partnership has on leadership development. The authors document the principals’ perspective on the impact of the PDS partnership and how the partnership allows school leaders to focus on clear school improvement goals and targeted professional development as their leadership and school-wide sustainable changes develop over time. School leaders are under increasing pressure to meet school improvement goals, provide each child with an instructional program for optimal learning to occur, and generate test results that provide documentation of these factors. Principals are expected to create a vision for their schools with clearly articulated goals for sustainable change. The 2008 Interstate School Leaders Licensure Consortium (ISLLC) Standards offer a strong framework for understanding aspects of leadership knowledge, behavior and dispositions. ISLLC Standards 1 and 2 outline the school leader’s responsibility in articulating the school vision and providing a successful instructional program. Additionally, the Professional Development School (PDS) Nine Essentials (NAPDS, 2008) outline a model of reform that enables principals to access multiple avenues of support as they develop and implement this vision. In a PDS model, school leaders and university faculty are able to work collaboratively so that both university and school needs and goals are met. This article considers the impact a professional development school partnership can have on leadership development. The authors document the principals’ perspective on the impact of a PDS partnership, and how the partnership allows them to focus on clear school improvement goals and targeted professional development as their leadership and school-wide sustainable changes developover time. This research is based on the work of the Urban Professional Development School Network (Urban PDS), a university-school partnership between a large urban private university and seven schools in the surrounding area. Three years of qualitative and quantitative data document the principals’ perspective in four key areas: leadership development, school improvement goal attainment, professional development planning and focus, and school-wide changes over time. Aggregated data demonstrate network-wide changes and disaggregated data School—University Partnerships Vol. 5, No. 1 57 suggest network strengths as well as areas for continued growth and development. Data analysis provides insight into the development of leadership at all levels and principals’ perceptions about the partnership’s impact on school change efforts as well as the development of their own leadership.
32 citations
TL;DR: In this paper, the authors start from the premise that regional planning as it is known is now defunct and something that we need to get used to and identify those disruptive elements that have undermined traditi...
Abstract: This paper starts from the premise that regional planning as it is known is now defunct and something that we need to get used to. Identifying those disruptive elements that have undermined traditi...
31 citations
TL;DR: A literature task force that reviewed the contemporary research in leadership from the last 20 years, with special emphasis on the 1990-2001 time frame, developed this report as discussed by the authors. But the review is emergent, not summative or definitive, since the educational administration profession is relatively young.
Abstract: ship literature. A literature task force that reviewed the contemporary research in leadership from the last 20 years, with special emphasis on the 1990–2001 time frame, developed this report. Inasmuch as the educational leadership field has already been thoroughly reviewed by Joseph Murphy and colleagues (1999; see also Beck & Murphy, 1997) from 1983–1998, we have elected to offer a more recent and hence more contemporary review of the literature. Since the educational administration profession is relatively young, our review is emergent, not summative or definitive (Murphy, 1999a). The purpose of this review was to provide fresh insights into the educational leadership field and to learn about other university administrator preparation programs in the United States. Regarding the content of this paper, the research findings from the literature have been shared and corroborated with relevant stakeholders, which involves an advisory board. This board consists of a representative group of school practitioners (principals, superintendents, assistant principals, and district-level curriculum coordinators) from seven different counties served by our program as well as the entire faculty within the educational leadership program. The practitioners who validated the important leadership capacities or performance standards, discussed in this review, have collaborated on redesigning our administrator preparation program offered at a research university in Florida. The specific goal for this ongoing work is to address the values and needs of our students (prospective administrators and teacher-leaders) and those of the school districts. With this group, the leadership capacities of the literature task force (a subcommittee of the advisory board) were shared and tested for authentication. Concerning the form of this multiauthored work, it has been prepared as a weave of various reviews on the topic of educational leadership capacities from different perspectives. Professors in educational leadership wrote the individual parts of this manuscript from our experience as school principals and teachers, university deans, school researchers, and program developers. For this article, we have co-opted Meacham’s (1998) metaphor of “the research review as a kind of weave . . .” (p. 405).
31 citations
20 May 2007
TL;DR: A way of describing and assessing capabilities that goes beyond traditional resource-based models of organizational capability to include ideas from institutional and practice based perspectives is proposed and used to develop an assessment tool for use in the criminal justice information initiatives.
Abstract: Enhanced information sharing among criminal justice agencies is a critical concern and a goal of much IT investment. Understanding agencies' capabilities to achieve this goal is central to successful planning and investments, but indeed a difficult endeavor. The difficulty rests in part on the multiple and divergent theory frames for describing and understanding capability. This paper proposes a way of describing and assessing capabilities that goes beyond traditional resource-based models of organizational capability to include ideas from institutional and practice based perspectives. In this new perspective, capabilities are seen as multidimensional phenomena that are resource based and embedded in organizational routines, but we argue they are enacted through work practices, located in and bounded by their institutional contexts. The paper draws on literature from strategic management, information systems and organizational studies as well as practice theories to support this perspective. It then describes how this multidimensional perspective was used to develop an assessment tool for use in the criminal justice information initiatives. This is followed by a brief description of how the capability assessment tool was developed with a national panel of practitioners responsible for justice information integration initiatives and then applied within the context of one initiative. The test results illustrate the potential of the extended model in building a fuller understanding of the dimensions of organizational capability in practice and the utility of practical tools based on these dimensions.
31 citations