Despite numerous researches on ethical leadership, literature still lacks the researches on boundary conditions that limit its effectiveness. Thus, the present study examines the relationship between ethical leadership (EL) and organizational deviance via first-order mediation of affective commitment to the organization, as a reflection of the quality of the employee–organization relationship. Using Social learning & Exchange theories and group engagement models, we also examined the EL effect on Organizational Citizenship Behavior (OCB) through organizational deviance as a second-order mediator. We also propose that this relationship is conditional on the supervisor’s reputation for performance (i.e., the moral standards are coupled with work effectiveness), and Perceived Leader Ethical Conviction. For the, we modified Neves and Story (2015) model to further extend to OCB while adding a moderator. OCB was measured in both Individual & organizational context. Empirical validity was established by conducting a survey using a close-ended questionnaire. Data was collected from 286 corporate employees from different sectors, working in Pakistan, and analyzed using confirmatory factor analysis and structured equation modeling. The results suggested that EL seems to exert a positive impact on Affective commitment, this would in turn have a negative effect on organizational deviance. Affective commitment also seems to have a positive effect on both OCB of individuals and organizations. Understandably, organizational deviance seems to be negatively affecting both OCBs. We also witnessed a positive complementary effect of Reputation for Performance in EL and affective commitment nexus. Hence, the positive relationship between ethical leadership and affective commitment is more pronounced when leaders have a high reputation for performance. Hence, results imply that organizations have to pay attention to the moral values and standards of supervisors and leaders, as they are significant role models due to their ability to reward or punish employees.
尽管对伦理型领导的研究很多，但文献中仍然缺乏对限制其有效性的边界条件的研究。因此，本研究通过对组织的情感承诺的一阶中介，作为员工-组织关系质量的反映，来检验伦理型领导与组织越轨之间的关系。利用社会学习在交换理论和群体参与模型的基础上，我们还通过组织偏差作为二级中介考察了EL对组织公民行为(OCB)的影响。我们还提出，这种关系取决于主管的绩效声誉(即，道德标准与工作效率相结合)和感知的领导者道德信念。我们修改了Neves and Story(2015)模型，进一步扩展到OCB，同时添加了一个主持人。OCB在个人和团队中均有测量;组织的上下文。实证效度是通过封闭式问卷调查建立的。本研究收集了在巴基斯坦工作的286名不同行业的企业员工的数据，并使用验证性因子分析和结构化方程模型进行分析。研究结果表明，情感承诺对组织偏差具有正向影响，而情感承诺对组织偏差具有负向影响。情感性承诺对个人和组织的组织公民行为都有积极的影响。可以理解的是，组织偏差似乎对两种组织公民行为都有负面影响。我们还发现绩效声誉在学习动机和情感承诺关系中存在正互补效应。因此，当领导者的绩效声誉较高时，伦理型领导与情感型承诺之间的正相关关系更为明显。因此，结果意味着组织必须关注主管和领导者的道德价值观和标准，因为他们有能力奖励或惩罚员工，因此是重要的榜样。
{"title":"How Ethical Leadership Limits Organizational Deviance, and Promotes Organizational Citizenship Behavior: A Mediatory Role of Affective Commitment Complemented by Ethical Conviction and Reputation for Performance.","authors":"Habeeba Masood, D. Siddiqui","doi":"10.2139/ssrn.3757448","DOIUrl":"https://doi.org/10.2139/ssrn.3757448","url":null,"abstract":"Despite numerous researches on ethical leadership, literature still lacks the researches on boundary conditions that limit its effectiveness. Thus, the present study examines the relationship between ethical leadership (EL) and organizational deviance via first-order mediation of affective commitment to the organization, as a reflection of the quality of the employee–organization relationship. Using Social learning & Exchange theories and group engagement models, we also examined the EL effect on Organizational Citizenship Behavior (OCB) through organizational deviance as a second-order mediator. We also propose that this relationship is conditional on the supervisor’s reputation for performance (i.e., the moral standards are coupled with work effectiveness), and Perceived Leader Ethical Conviction. For the, we modified Neves and Story (2015) model to further extend to OCB while adding a moderator. OCB was measured in both Individual & organizational context. Empirical validity was established by conducting a survey using a close-ended questionnaire. Data was collected from 286 corporate employees from different sectors, working in Pakistan, and analyzed using confirmatory factor analysis and structured equation modeling. The results suggested that EL seems to exert a positive impact on Affective commitment, this would in turn have a negative effect on organizational deviance. Affective commitment also seems to have a positive effect on both OCB of individuals and organizations. Understandably, organizational deviance seems to be negatively affecting both OCBs. We also witnessed a positive complementary effect of Reputation for Performance in EL and affective commitment nexus. Hence, the positive relationship between ethical leadership and affective commitment is more pronounced when leaders have a high reputation for performance. Hence, results imply that organizations have to pay attention to the moral values and standards of supervisors and leaders, as they are significant role models due to their ability to reward or punish employees.","PeriodicalId":435876,"journal":{"name":"Leadership Development eJournal","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133640933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines the high priority leadership competencies and recommend the approaches that should be considered by the stakeholders to close the current leadership skill gaps in order to enhance employee engagement.
{"title":"Approaches to Bridge the Gap in The Current Leadership Capabilities and Employee Engagement","authors":"Afnan Alnajim","doi":"10.2139/ssrn.3573452","DOIUrl":"https://doi.org/10.2139/ssrn.3573452","url":null,"abstract":"This paper examines the high priority leadership competencies and recommend the approaches that should be considered by the stakeholders to close the current leadership skill gaps in order to enhance employee engagement.","PeriodicalId":435876,"journal":{"name":"Leadership Development eJournal","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121121014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Career success has been visualized as an outcome of multifaceted variables that operate both intrinsic and extrinsic domain of organizational ecosystem. Emotional intelligence is the state of mind how a person behaves rationally and logically in variety of emotional setup. The impact of emotional intelligence varies with profile and level of jobs. The study shows that the higher EI is highly related to greater accomplishment of jobs as we proceed to superior job responsibility. In the organizational hierarchy, the mid-level professionals are in between and focal layer of both the top-down and bottom-up approach. The rapid changes of roles as a mediating agent between top management, lower management and at the same time to play the role of transforming agent of the instructions from higher-ups to the lower ends are the testimony of high emotional intelligence behavioural components. The paper has attempted to unearth how the emotional intelligence are related to the career success particularly for the mid-level executives in the north-eastern region. This paper is empirical in nature based on primary as well as secondary information. The study result reflects that emotional intelligence has significant impact on achieving subjective career success among the respondents in the study region. However, the intensity of the impact (R2 value) may vary with the changing prospective of organizational climate and other temporal factors.
{"title":"Emotional Intelligence of Mid-Level Service Manager on Career Success: An Exploratory Study","authors":"Mudang Tagiya, Shyamalee Sinha, Arindam Chakrabarty","doi":"10.2139/ssrn.3517672","DOIUrl":"https://doi.org/10.2139/ssrn.3517672","url":null,"abstract":"Career success has been visualized as an outcome of multifaceted variables that operate both intrinsic and extrinsic domain of organizational ecosystem. Emotional intelligence is the state of mind how a person behaves rationally and logically in variety of emotional setup. The impact of emotional intelligence varies with profile and level of jobs. The study shows that the higher EI is highly related to greater accomplishment of jobs as we proceed to superior job responsibility. In the organizational hierarchy, the mid-level professionals are in between and focal layer of both the top-down and bottom-up approach. The rapid changes of roles as a mediating agent between top management, lower management and at the same time to play the role of transforming agent of the instructions from higher-ups to the lower ends are the testimony of high emotional intelligence behavioural components. \u0000 \u0000The paper has attempted to unearth how the emotional intelligence are related to the career success particularly for the mid-level executives in the north-eastern region. This paper is empirical in nature based on primary as well as secondary information. The study result reflects that emotional intelligence has significant impact on achieving subjective career success among the respondents in the study region. However, the intensity of the impact (R2 value) may vary with the changing prospective of organizational climate and other temporal factors.","PeriodicalId":435876,"journal":{"name":"Leadership Development eJournal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129886073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research study is aimed at investigating distributed leadership practices in the Russian school system, of which professional teacher associations (PTA) constitute a distinct feature. In particular, we set out to investigate the PTA leadership potential, as well as the role and specific personal characteristics of middle leaders in the Russian school education system. These associations are formed by the school administration on the basis of subject areas, bringing together teachers of maths, history, etc. Teachers join PTAs on a voluntarily basis. The key function of such organisations consists in the implementation of innovative educational approaches and techniques. In order to analyse their leadership potential, we carried out a sociological survey among the employees of high-profile secondary schools (gymnasiums and lyceums) situated in the major Russian city of Ekaterinburg. The research methodology comprised structured interviews with 110 respondents, along with in-depth interviews with 2 school directors, 4 school deputy directors and 6 heads of professional teacher associations. Our results show that the fundamentals and principles of distributed leadership are actively implemented in Ekaterinburg schools. The school administrations encourage the creation of professional teacher associations grouped around subject areas, delegating to these structural units the functions of improving the quality of teaching the respective subjects and disseminating educational innovations, at the same time as fulfilling the requirements of the state and regional education authorities. Such associations are headed by middle leaders, who are nominated by their colleagues and whose candidacy is approved by school seniors, taking into account their professional achievements, experience of leading pedagogical innovations and the presence of the right personal qualities necessary for productive collaborative work. These people perform the role of mediators, operating at the interface between various levels within the school. Although viewed as a school’s personnel reserve for the positions of principals and head teachers, our respondents consider themselves to be ‘more teachers’ or ‘innovators in education’ than administrators. The development of the leadership qualities of such professionals in the Russian school system is shown to be hindered by a ‘glass ceiling’ – a certain limit in their career growth. This discouraging factor results in some middle school leaders searching for professional self-realization opportunities outside the school system, in the spheres of business, science or culture that are believed to provide more opportunities for self-advancement.
{"title":"Leadership Potential of Professional Teacher Associations in Russia: Formation of Middle Leaders","authors":"A. Merenkov, N. Antonova, N. Popova","doi":"10.17323/jle.2019.9934","DOIUrl":"https://doi.org/10.17323/jle.2019.9934","url":null,"abstract":"This research study is aimed at investigating distributed leadership practices in the Russian school system, of which professional teacher associations (PTA) constitute a distinct feature. In particular, we set out to investigate the PTA leadership potential, as well as the role and specific personal characteristics of middle leaders in the Russian school education system. These associations are formed by the school administration on the basis of subject areas, bringing together teachers of maths, history, etc. Teachers join PTAs on a voluntarily basis. The key function of such organisations consists in the implementation of innovative educational approaches and techniques. In order to analyse their leadership potential, we carried out a sociological survey among the employees of high-profile secondary schools (gymnasiums and lyceums) situated in the major Russian city of Ekaterinburg. The research methodology comprised structured interviews with 110 respondents, along with in-depth interviews with 2 school directors, 4 school deputy directors and 6 heads of professional teacher associations. Our results show that the fundamentals and principles of distributed leadership are actively implemented in Ekaterinburg schools. The school administrations encourage the creation of professional teacher associations grouped around subject areas, delegating to these structural units the functions of improving the quality of teaching the respective subjects and disseminating educational innovations, at the same time as fulfilling the requirements of the state and regional education authorities. Such associations are headed by middle leaders, who are nominated by their colleagues and whose candidacy is approved by school seniors, taking into account their professional achievements, experience of leading pedagogical innovations and the presence of the right personal qualities necessary for productive collaborative work. These people perform the role of mediators, operating at the interface between various levels within the school. Although viewed as a school’s personnel reserve for the positions of principals and head teachers, our respondents consider themselves to be ‘more teachers’ or ‘innovators in education’ than administrators. The development of the leadership qualities of such professionals in the Russian school system is shown to be hindered by a ‘glass ceiling’ – a certain limit in their career growth. This discouraging factor results in some middle school leaders searching for professional self-realization opportunities outside the school system, in the spheres of business, science or culture that are believed to provide more opportunities for self-advancement.","PeriodicalId":435876,"journal":{"name":"Leadership Development eJournal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128811464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This South African Academy of Engineers lecture addresses the importance of technical experts who are embedded in a society. Engineers and engineering, as well as the wider community of technical professionals have a vital role to play in South Africa’s future. But what must engineers do to turn this vision into a reality? What (and how) can professional engineers do to keep policy debates technically informed while contributing to the South Africa’s ongoing transformation? And what can we learn from Cape Town’s immediate water problems?
{"title":"Decolonising Engineering","authors":"M. Muller","doi":"10.2139/ssrn.3081745","DOIUrl":"https://doi.org/10.2139/ssrn.3081745","url":null,"abstract":"This South African Academy of Engineers lecture addresses the importance of technical experts who are embedded in a society. Engineers and engineering, as well as the wider community of technical professionals have a vital role to play in South Africa’s future. But what must engineers do to turn this vision into a reality? What (and how) can professional engineers do to keep policy debates technically informed while contributing to the South Africa’s ongoing transformation? And what can we learn from Cape Town’s immediate water problems?","PeriodicalId":435876,"journal":{"name":"Leadership Development eJournal","volume":"218 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120860796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Building organizations that promote innovative leadership development require forward-thinking direction from the upper-most levels of an organization. Currently, many executives adhere to the tenets of a traditional model which develops leaders who serve the organizational goals. An essential element of a firm’s competitiveness is the ability to attract, retain, and develop high potential employees. In reviewing primary literature, this paper focuses on empirical studies that respond to the research question, how can managers use innovator competencies to affect developing innovative Millennial leaders? A rapid evidence assessment (REA) offers a methodology for quickly gathering and assessing evidence to determine the need for future research. Based on evidence from a REA of 11 primary studies, the review suggests that information computer technology (ICT) and reverse mentoring promote horizontal competency development. Additionally, the research indicates that ICT and reverse mentoring encourage vertical or the stages of leadership competency development that influence innovation. In combining Prahalad and Hamel’s (1990) theory of a firm’s core competency with Howe and Strauss’ (2007) generational cohort theory, this study offers insights for organizational leaders in developing the future innovator workforce leaders. Implications presented of ICT and reverse mentoring for Millennials in today’s competitive organizational environment serve to bridge the gap between needed leadership competencies and building these needed innovator skills in this cohort. With findings that suggest that generational characteristics are associated with ICT and reverse mentoring, this review contributes to theory by extending the understanding of organizational innovation through developing Millennial leader competencies. Future research should investigate how other competencies factor to position organizations to develop a more strategic and innovative workforce.
建立促进创新领导力发展的组织需要来自组织最高层的前瞻性思维方向。目前，许多高管坚持传统模式的原则，即培养为组织目标服务的领导者。企业竞争力的一个基本要素是吸引、留住和发展高潜力员工的能力。在回顾主要文献的基础上，本文重点关注实证研究，以回应研究问题，即管理者如何利用创新者能力影响培养创新的千禧一代领导者?快速证据评估(REA)提供了一种快速收集和评估证据的方法，以确定未来研究的需要。基于11项初步研究的证据，本文认为信息计算机技术(ICT)和反向指导促进了横向能力发展。此外，研究表明，ICT和反向指导鼓励影响创新的垂直或领导能力发展阶段。本研究将Prahalad and Hamel(1990)的企业核心竞争力理论与Howe and Strauss(2007)的代际队列理论相结合，为组织领导者培养未来的创新型劳动力领导者提供了见解。在当今竞争激烈的组织环境中，信息通信技术和反向指导对千禧一代的影响有助于弥合领导能力与培养这一群体所需的创新技能之间的差距。研究结果表明，代际特征与信息通信技术和反向指导相关，本综述通过发展千禧一代领导者能力来扩展对组织创新的理解，从而为理论做出贡献。未来的研究应该调查其他能力因素如何定位组织，以发展更具战略性和创新性的劳动力。
{"title":"Exploring Millennial Leadership Development: A Rapid Evidence Assessment of Information Communication Technology and Reverse Mentoring Competencies","authors":"Alissa E. Harrison","doi":"10.2139/ssrn.2866879","DOIUrl":"https://doi.org/10.2139/ssrn.2866879","url":null,"abstract":"Building organizations that promote innovative leadership development require forward-thinking direction from the upper-most levels of an organization. Currently, many executives adhere to the tenets of a traditional model which develops leaders who serve the organizational goals. An essential element of a firm’s competitiveness is the ability to attract, retain, and develop high potential employees. In reviewing primary literature, this paper focuses on empirical studies that respond to the research question, how can managers use innovator competencies to affect developing innovative Millennial leaders? A rapid evidence assessment (REA) offers a methodology for quickly gathering and assessing evidence to determine the need for future research. Based on evidence from a REA of 11 primary studies, the review suggests that information computer technology (ICT) and reverse mentoring promote horizontal competency development. Additionally, the research indicates that ICT and reverse mentoring encourage vertical or the stages of leadership competency development that influence innovation. In combining Prahalad and Hamel’s (1990) theory of a firm’s core competency with Howe and Strauss’ (2007) generational cohort theory, this study offers insights for organizational leaders in developing the future innovator workforce leaders. Implications presented of ICT and reverse mentoring for Millennials in today’s competitive organizational environment serve to bridge the gap between needed leadership competencies and building these needed innovator skills in this cohort. With findings that suggest that generational characteristics are associated with ICT and reverse mentoring, this review contributes to theory by extending the understanding of organizational innovation through developing Millennial leader competencies. Future research should investigate how other competencies factor to position organizations to develop a more strategic and innovative workforce.","PeriodicalId":435876,"journal":{"name":"Leadership Development eJournal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131183276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A team has many ways of selecting a leader and assigning leadership roles. The leader may be assigned by the organisation, the team may be self-managing, or leadership roles may be distributed among team members. Business community to consider them leaders. Leaders assist the team resolve problems in order to meet its objectives, while developing the skills and abilities of the team members so they have the collective capacity for leadership. They promote team learning by granting performance feedback to the team and using this information to help the team cultivate performance strategies that are more effective. There are several approaches that team leaders can take to support the entire team. Leaders can concentrate on the structure and context of the teamwork to ensure that it has the capabilities and competencies to succeed.
{"title":"How Great Leaders Drive Results via Employees’ Engagement","authors":"Dr. Akram Al-Khaled","doi":"10.2139/ssrn.2810048","DOIUrl":"https://doi.org/10.2139/ssrn.2810048","url":null,"abstract":"A team has many ways of selecting a leader and assigning leadership roles. The leader may be assigned by the organisation, the team may be self-managing, or leadership roles may be distributed among team members. Business community to consider them leaders. Leaders assist the team resolve problems in order to meet its objectives, while developing the skills and abilities of the team members so they have the collective capacity for leadership. They promote team learning by granting performance feedback to the team and using this information to help the team cultivate performance strategies that are more effective. There are several approaches that team leaders can take to support the entire team. Leaders can concentrate on the structure and context of the teamwork to ensure that it has the capabilities and competencies to succeed.","PeriodicalId":435876,"journal":{"name":"Leadership Development eJournal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130322372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper seeks to highlight the importance of studying and understanding through research the concept of social constructionism of the Self in order to function effectively as a Servant leader in organization in any given social context or structure. In doing this, the author defines social constructionism, explains social construction of the Self; defines and explains Servant Leadership theory; and explicates the role of the socially constructed Self in Servant Leadership (SL). In addition, the author clarifies the conceptualization of social construct of the Self in Servant Leadership through review of literature on the topic of social construction of the Self on Servant Leadership in leading and managing organizations. This topic's emphasis on review of current literatures on SL is geared to the design of an exploratory study on the effect of the instructor's Servant leadership teaching style to pre-service teachers' success on inclusive pre-service multicultural teacher education, an important research study to pursue on Servant Leadership.
{"title":"Social Construction of the Self in Servant Leadership Context","authors":"Dr. Zoncita Norman","doi":"10.2139/ssrn.2689426","DOIUrl":"https://doi.org/10.2139/ssrn.2689426","url":null,"abstract":"This paper seeks to highlight the importance of studying and understanding through research the concept of social constructionism of the Self in order to function effectively as a Servant leader in organization in any given social context or structure. In doing this, the author defines social constructionism, explains social construction of the Self; defines and explains Servant Leadership theory; and explicates the role of the socially constructed Self in Servant Leadership (SL). In addition, the author clarifies the conceptualization of social construct of the Self in Servant Leadership through review of literature on the topic of social construction of the Self on Servant Leadership in leading and managing organizations. This topic's emphasis on review of current literatures on SL is geared to the design of an exploratory study on the effect of the instructor's Servant leadership teaching style to pre-service teachers' success on inclusive pre-service multicultural teacher education, an important research study to pursue on Servant Leadership.","PeriodicalId":435876,"journal":{"name":"Leadership Development eJournal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124446092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Manager Competence in the 21st century must include leading employees from all cultures and backgrounds. This study determined that there was a correlation between cultural intelligence (CI) and transformational leadership (TL) attributes of managers at American Fortune 500 companies. The results also indicated that there was a statistically significant positive relationship between the CI and the TL abilities of managers. The conclusion drawn from the findings provide a new paradigm for the theory of cultures when CI and TL constructs are compared. It was recommended that American Fortune 500 managers continue to extinguish culture-specific biases through educational and workplace integrations.
{"title":"Effective Managers in Culturally Diverse Environments","authors":"J. B. Box","doi":"10.2139/ssrn.2485177","DOIUrl":"https://doi.org/10.2139/ssrn.2485177","url":null,"abstract":"Manager Competence in the 21st century must include leading employees from all cultures and backgrounds. This study determined that there was a correlation between cultural intelligence (CI) and transformational leadership (TL) attributes of managers at American Fortune 500 companies. The results also indicated that there was a statistically significant positive relationship between the CI and the TL abilities of managers. The conclusion drawn from the findings provide a new paradigm for the theory of cultures when CI and TL constructs are compared. It was recommended that American Fortune 500 managers continue to extinguish culture-specific biases through educational and workplace integrations.","PeriodicalId":435876,"journal":{"name":"Leadership Development eJournal","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124718644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Internships form an integral part of experiential learning and can play an important role in shaping future managers and leaders. This article looks at the practices of 25 international organizations across six different industries all located in Switzerland. It evaluates strengths, weaknesses and opportunities in making internships more relevant and powerful for organizations and students. In particular, it suggests an experiential learning model that has been tested and implemented in such an international organization, highlighting the need and opportunity for business schools to frame, accompany and administer structures that enable both students and organizations to maximize their benefits.
{"title":"The Importance of Experiential Learning in the Education and Development of Responsible Leaders","authors":"Mary Mayenfisch-Tobin, K. Muff","doi":"10.2139/SSRN.2411007","DOIUrl":"https://doi.org/10.2139/SSRN.2411007","url":null,"abstract":"Internships form an integral part of experiential learning and can play an important role in shaping future managers and leaders. This article looks at the practices of 25 international organizations across six different industries all located in Switzerland. It evaluates strengths, weaknesses and opportunities in making internships more relevant and powerful for organizations and students. In particular, it suggests an experiential learning model that has been tested and implemented in such an international organization, highlighting the need and opportunity for business schools to frame, accompany and administer structures that enable both students and organizations to maximize their benefits.","PeriodicalId":435876,"journal":{"name":"Leadership Development eJournal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125633209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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