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 article, a case study of head teachers' and teachers' perspectives of leadership in an English secondary school involved in a university-based school improvement program is presented, which supports recent theoretical claims that schools are complex organizations requiring multiple leaders and a distributed model of leadership accomplish improvement goals; and academic writing that urges a rethinking of school improvement.
Abstract: Although arguments in scholarly journals claim that leadership is critical in initiating and sustaining school improvement, ambiguity surrounds the sources and role of leadership. In addition, little research documents how educators involved in school improvement perceive who leads, how, why, and for what purposes leadership is important. This article reports a case study of head teachers' and teachers' perspectives of leadership in an English secondary school involved in a university-based school improvement program. Specifically, we present a summary of the research as well as interpretations and themes constructed from the data analysis. Interpretations support recent theoretical claims that schools are complex organizations requiring multiple leaders and a distributed model of leadership accomplish improvement goals; and academic writing that urges a rethinking of school improvement. In concluding we argue that the development of professional expertise is to fostering successful schooling over time and call for a consideration of emergent perspectives of leadership in addressing issues related to influence and inclusion of teachers in goal-setting and leadership in school development.
27 citations
01 Jan 2005
TL;DR: In this paper, a qualitative extended case-study approach was used to study the role of organizational conditions on teacher team performance, the emergence and enactment of leadership within the teams, and the quality of team outcomes.
Abstract: This dissertation reports a study of two professional learning teams of teachers at one Midwestern secondary school implementing a hybrid school improvement process incorporating elements of several reform models. A qualitative extended case-study approach was used to study the role of organizational conditions on teacher team performance, the emergence and enactment of leadership within the teams, and the quality of team outcomes. Organizational factors such as performance alignment and school governance structures were found to interact with time to constrain and intensify teachers' work in teams. Patterns of discourse interacted with teachers' perceptions of team purpose and autonomy to shape collaboration. Interactional routines were established that are improvisational and negotiated in character, yet exert a powerful shaping force on team performance. Leadership in teams is manifest as a relational phenomenon identified as emergent reciprocal influence. The study concludes that collaboration potentially serves both a disciplinary and an emancipatory role regarding the professional discretion and autonomy of individual teachers. These roles are related to broader trends in business management, educational reform, and domestic politics. TEACHER COLLABORATION AND SCHOOL REFORM: DISTRIBUTING LEADERSHIP THROUGH THE USE OF PROFESSIONAL LEARNING TEAMS
27 citations
01 Jan 2012
TL;DR: In this article, the authors examined the direct and indirect effects of transformational leadership on salesperson's turnover intention through ethical climate, person-organization-fit, and organizational commitment.
Abstract: Reducing the turnover of salespeople who are meeting and exceeding goals can make a significant contribution to a firm’s bottom line. This study was designed to examine the direct and indirect effects of transformational leadership on salesperson’s turnover intention through ethical climate, person-organization-fit, and organizational commitment. Drawing on data from 387 salespeople from six companies from the pharmaceutical, real estate, and food and beverage industries, a latent variable model was tested using structural equation modeling with the use of AMOS version 19. A survey questionnaire was used to gather the data while multi-stage sampling was utilized to choose the respondents. The results from the study indicate that (1) transformational leadership was found to directly decrease turnover intention, and (2) indirectly reduce turnover intention through perceived ethical climate, person-organization-fit, and organizational commitment. Given the findings of this study, firms are provided with insights into how transformational leadership may contribute to managing turnover which should lead to better company financial performance in an Asian market. Moreover, this study provides support that U.S.-based scales used to measure sales management issues can be adapted into a Philippine framework.
27 citations
Dissertation•
01 Jan 2015
TL;DR: In this article, the authors explored the influences of female under-representation in senior leadership positions in community secondary schools in rural Tanzania and found that familial responsibilities and rejecting the post due to poor social services in rural areas deterred women from taking leadership posts.
Abstract: This study explores the influences of female under-representation in senior leadership positions in community secondary schools in rural Tanzania. Key issues include factors contributing to women under-representation in leadership, the perceptions of members of school communities of women leaders and the challenges facing current women leaders that deter other women teachers from taking leadership posts. The empirical study included interviews, focus group discussions and questionnaires and involved 259 participants at schools and district level in one district in rural Tanzania. Twenty schools were involved and included 20 heads of schools, teachers, members of school boards, parents and a District Educational Officer.
The empirical study found that, at the individual level, familial responsibilities and rejecting the post due to poor social services in rural areas deterred women from taking leadership posts. At the organisational level, the lack of transparent procedures for recommending, recruiting and appointing heads also contributed to poorer access by women. At the societal level, negative perceptions and stereotypes of female leaders, conservative expectations of women in the private domain rather than in professional and public roles, and deep-seated beliefs in some rural areas pertaining to issues such as witchcraft, at times resulted in physical risk and exploitation of female leaders. These proved to be strong barriers to leadership succession and resulted in on-going, significant challenges for incumbent female leaders.
Overall, the study concludes that female under-representation in school leadership in rural Tanzania is influenced by a number of interrelated factors at the individual, societal and organisational level (Fagenson, 1990a), with dominant social norms and values having a cross-cutting influence on the access, experience and perceptions of female school leaders. The study thus suggests a number of measures for improving female representation in community secondary school leadership in Tanzania at the professional and personal development level, recruitment level and policy level.
27 citations
21 Dec 2005
TL;DR: In this paper, a model of followers' attribution of charismatic qualities to their leader was developed and tested, and the results revealed that subjects attributed more charisma to their leaders when the latter exhibited greater self-sacrifice and superior competence.
Abstract: This study develops and tests a model of followers' attribution of charismatic qualities to their leader. The model stipulates that, leaders' visions being equal, followers' attributions of charisma to their leader will be determined by their leader's individual attributes and situational contexts. Specifically, this study theorizes that leaders' attributes, such as competence and sacrifice, become an important basis for followers to infer charismatic qualities from their leader. In addition to these leadership attributes, this study also postulates that situational contexts such as uncertainty and crises perceived by followers are also conducive to their attributions. Drawing upon the theories and literature, we derived two main and three interaction-effect hypotheses; the hypotheses were tested with data from vignette studies that included 501 Americans and 259 Koreans. Consistent with the main hypothesis predictions, the results revealed that subjects attributed more charisma to their leaders when the latter exhibited greater self-sacrifice and superior competence. The results also showed moderation effects on leaders' competence by sacrifice (American subjects) and on leaders' sacrifice by situational uncertainty (Korean subjects). The implications of these findings will be discussed in detail.
27 citations