To see the other types of publications on this topic, follow the link: Roles of leaders.
Journal articles on the topic 'Roles of leaders'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Roles of leaders.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Sherman, Rose O., and Heather Saifman. "Transitioning Emerging Leaders Into Nurse Leader Roles." JONA: The Journal of Nursing Administration 48, no. 7/8 (2018): 355–57. http://dx.doi.org/10.1097/nna.0000000000000628.
Full text
2
Walker, Kathrin C. "The Multiple Roles That Youth Development Program Leaders Adopt With Youth." Youth & Society 43, no. 2 (December 6, 2010): 635–55. http://dx.doi.org/10.1177/0044118x10364346.
Full textAbstract:
The roles that program leaders establish in their relationships with youth structure how leaders are able to foster youth development. This article examines the complex roles program leaders create in youth programs and investigates how they balanced multiple roles to most effectively respond to the youth they serve. Analyses of qualitative data from 12 high quality programs for high school—aged youth suggest that program leaders take on different roles. In some cases, youth experienced their program leader as a trusted friend, caring parent figure, or influential mentor. In other instances they described him or her as having the knowledge and authority of a teacher or boss. Analyses further suggest that moving across multiple roles appeared to make the program leaders more effective.
3
Haeberle, Steven H. "ALTERNATIVE ROLES AMONG NEIGHBORHOOD LEADERS." Southeastern Political Review 16, no. 2 (November 12, 2008): 179–203. http://dx.doi.org/10.1111/j.1747-1346.1988.tb00261.x.
Full text
4
Mitchell, Donald W. "Strategic roles for model leaders." Handbook of Business Strategy 7, no. 1 (January 2006): 243–47. http://dx.doi.org/10.1108/10775730610618891.
Full text
5
Skålsvik, Hugo, Daniel Adriaenssen, and Jon-Arild Johannessen. "Leadership aiming at innovation: suggesting and discussing four roles of an innovation leader." Problems and Perspectives in Management 14, no. 3 (September 27, 2016): 537–48. http://dx.doi.org/10.21511/ppm.14(3-2).2016.10.
Full textAbstract:
Organizations often experience problems and challenges due to the development of rigid bureaucratic rules and procedures, which may represent obstacles to creativity and innovation. In a global knowledge economy, innovation is an important competitive parameter. Consequently, anything that may stimulate innovation in an organization’s creative energy fields is valuable. This paper addresses one question: What management roles of an innovation leader may enhance the development of innovation in an organization’s creative energy fields? Methodology used is conceptual generalization. The article suggests, clarifies and discusses four roles of an innovation leader’s that may have a positive impact on an organization’s innovation performance in creative energy fields. The roles are conceptualized as “the innovation leader as an expert”, “the innovation leader as a reputation builder”, “the innovation leader as a relationship builder”, and the “innovation leader as a creative change force”. The article argues how these four roles are important in promoting innovation in organizations. By doing this, the article contributes to the extant knowledge on how four different roles of an innovation leader’s may enhance an organization’s innovation performance in creative energy fields. Keywords: the knowledge society, innovation in organizations, creative energy fields, innovation leaders, roles of an innovation leader. JEL Classification: O31, O33, D83
6
Gjerde, Susann, and Gro Ladegård. "Leader Role Crafting and the Functions of Leader Role Identities." Journal of Leadership & Organizational Studies 26, no. 1 (May 28, 2018): 44–59. http://dx.doi.org/10.1177/1548051818774553.
Full textAbstract:
This article explores how experienced leaders address an inherent tension between leader role expectations and leader role identities when they enter a new position. Building on analysis of interviews with leaders in intrarole transition, role, and identity theories, we suggest they engage in a process of leader role crafting. We present four sets of role-crafting strategies which aim to influence the development of leader roles, and show how leader role identities both facilitate and impede the use of these. The article contributes to the leadership literature by extending contemporary perspectives on dynamic roles and role identities, while shedding light on an important challenge for today’s leaders who are faced with a particularly ambiguous and demanding role that is always in the making. The study also adds to practice by suggesting ways that leaders can engage in leader role crafting in a more reflexive manner.
7
Nurmukhanova, Dana. "School Leaders in Kazakhstan: Perspectives, Roles and Challenges." Journal of Education in Black Sea Region 5, no. 2 (May 23, 2020): 51–61. http://dx.doi.org/10.31578/jebs.v5i2.199.
Full textAbstract:
School leadership is back to fashion and became the major concern for many pieces of research. Expectations from schools and school leaders are changing along with time and society demands. Countries care about the future and its competitive capacity in a global arena, hence, one of the strategic directions is to invest in education. Moreover, current tendencies require reconsidering the activities of educational leaders at all levels. This paper aims at exploring the current situation of school leadership and school leaders in general and research the perspectives, roles, and challenges they face nowadays. The paper also considers international perspectives on school leadership as well as the context of Kazakhstan. The study discusses the variety of leadership roles and challenges the school leaders confront aiming at school development. The findings include the overview of school management systems and existing practices of school development in Kazakhstan. Nevertheless, there is a number of challenges in understanding the concept of school leader and the roles due to the lack of consistent research on effective practices. The paper reveals a number of inconsistencies in terms of the lack of differentiation between the roles, characteristics, and responsibilities of school leaders. The research provides recommendations on conducting larger-scale research to enable the complete picture of school leadership in Kazakhstan.
8
Kong, Ming, Haoying Xu, Aiqin Zhou, and Yue Yuan. "Implicit followership theory to employee creativity: The roles of leader–member exchange, self-efficacy and intrinsic motivation." Journal of Management & Organization 25, no. 1 (July 10, 2017): 81–95. http://dx.doi.org/10.1017/jmo.2017.18.
Full textAbstract:
AbstractLeaders’ implicit followership theory describes leaders’ personal assumptions about the traits and behaviors that characterize followers. Unlike traditional organizational behavior research, studies on leaders’ implicit followership theory can deepen our understandings of ‘how leaders and followers perceive, decide and take action’ from follower-centric perspective. Adopting 267 follower–leader dyads from 16 Chinese enterprises as our final sample, we found that: (1) positive leaders’ implicit followership theory had significant positive effect on followers’ creativity; (2) followers’ leader–member exchange with leader, intrinsic motivation and creative self-efficacy mediated the positive relationship between positive leaders’ implicit followership theory and followers’ creativity; (3) no significance difference was found between the mediating effects of leader–member exchange, intrinsic motivation and creative self-efficacy. The current study not only extended the application of social cognitive theory in leadership research, but also made contributions to the enrichment of social exchange theory and componential theory of creativity.
9
Klages, Wiebke, Magritt Lundestad, and Paul Robert Sundar. "Mentoring of newly qualified teachers in early childhood education and care centres." International Journal of Mentoring and Coaching in Education 9, no. 1 (December 13, 2019): 103–18. http://dx.doi.org/10.1108/ijmce-02-2019-0040.
Full textAbstract:
Purpose The purpose of this paper is to present and discuss contrasting perceptions regarding “leadership and mentoring” among leaders of Norwegian early childhood education and care (ECEC) centres in their mentoring practices with newly qualified early childhood teachers (NQTs). Design/methodology/approach Semi-structured qualitative interviews were conducted with eight leaders in Norwegian ECEC centres. Findings Leaders in dual roles as leaders and mentors have varying orientations in mentoring NQTs. The paper presents the findings as two main orientations: an individual and an organizational orientation. Individually oriented leaders as mentors focus on individual needs and support of the NQT. Organizationally oriented leaders as mentors emphasize collective reflection and learning in the staff group and include NQTs in various learning processes in the ECEC centre. Research limitations/implications The study is a qualitative research inquiry in a specific context and may not be representative for larger groups. Further studies could include larger samples of leaders and NQTs. Such studies could focus on the balance between NQTs’ individual needs and organizational needs, and how NQTs are included in the organization’s collective reflection and action. Practical implications The study provides insights into how leaders as mentors in their dual roles try to meet both the needs of the individual NQT and the needs of the organization. It also identifies and highlights some of the challenges that leaders must cope with in their dual roles. The paper benefits those working in such dual roles and in the education of mentors and leaders. Originality/value The study contributes to increased knowledge on how leaders’ views on leadership and organization influence their mentoring with NQTs. The study is relevant for leaders in other educational settings such as schools. In ECEC centres, the leader is responsible for mentoring NQTs and other staff members. This study shows different ways of conceptualizing mentoring with NQTs in the role as leader.
10
Hernandez, Debra Bumsted, Linda Berger Spivack, and Cheryl Zwingman-Bagley. "Nurse Leaders: Roles Driving Organizational Transition." Nursing Administration Quarterly 22, no. 1 (1997): 38–46. http://dx.doi.org/10.1097/00006216-199702210-00008.
Full text
11
Ouellette, Mark, and John E. Kyle. "The various roles of municipal leaders." New Directions for Youth Development 2002, no. 94 (June 2002): 125–32. http://dx.doi.org/10.1002/yd.10.
Full text
12
Hodgkin, L. K., M. R. E. Symonds, and M. A. Elgar. "Leaders benefit followers in the collective movement of a social sawfly." Proceedings of the Royal Society B: Biological Sciences 281, no. 1796 (December 7, 2014): 20141700. http://dx.doi.org/10.1098/rspb.2014.1700.
Full textAbstract:
The challenges of maintaining cohesion while making collective decisions in social or aggregating insects can result in the emergence of a leader or leaders. Larval aggregations of the steel-blue sawfly Perga affinis forage nocturnally, and some larvae lead the aggregation on foraging trips more often than expected by chance. We investigated the relationship between these leader and follower roles by comparing the weight and growth of individual larvae with different roles. Our observations reveal no significant difference between the growth of leaders and followers, suggesting that the role of leadership may not provide direct foraging benefits. However, by experimentally manipulating the social structure of larval aggregations, we found that individuals within aggregations that comprise a mixture of leaders and followers enjoy higher growth rates than those in aggregations comprising a single behavioural type. These data demonstrate, for the first time, individual benefits to maintaining a balance of leader and follower roles within larval aggregations, and highlight the importance of considering the perspectives of both leaders and followers when investigating the evolutionary significance of this behavioural variation within animal groups.
13
Ie, Kenny William. "Tweeting Power: The Communication of Leadership Roles on Prime Ministers’ Twitter." Politics and Governance 8, no. 1 (March 5, 2020): 158–70. http://dx.doi.org/10.17645/pag.v8i1.2530.
Full textAbstract:
This article examines the communication of leadership roles by prime ministers Justin Trudeau and Theresa May on Twitter. I argue that tweets from prime ministers implicitly communicate information about how prime ministers lead and what their job entails: what I call role performance and function. I develop an inductive typology of these leadership dimensions and apply this framework to Trudeau and May’s tweets in 2018 and 2019. I find first that Trudeau is a much more active Twitter user than Theresa May was as prime minister, attesting to different leadership styles. Second, both use Twitter primarily for publicity and to support and associate with individuals and groups. Trudeau is much more likely to use Twitter to portray himself as a non-political figure, while May is more likely to emphasize the role of policy ‘decider.’ Both prime ministers are framed much more often as national legislative leaders rather than party leaders or executives. Finally, May’s tweets reflect her position as an international leader much more than Trudeau’s. Assessing how prime ministers’ tweets reflect these dimensions contributes to our understanding of evolving leader–follower dynamics in the age of social media. While Twitter has been cited as conducive to populist leaders and rhetoric, this study shows how two non-populist leaders have adopted this medium, particularly in Trudeau’s case, to construct a personalized leader–follower relationship.
14
Dwi Wulandari, Ratna, Stefanus Supriyanto, Mochammad Bagus Qomaruddin, Nyoman Anita Damayanti, and Agung Dwi Laksono. "Role of leaders in building organizational readiness to change – case study at public health centers in Indonesia." Problems and Perspectives in Management 18, no. 3 (July 16, 2020): 1–10. http://dx.doi.org/10.21511/ppm.18(3).2020.01.
Full textAbstract:
Leaders play a strategic role in the process of organizational change. Various studies were conducted to show the role of leaders in succeeding change. One famous concept of leaders’ role was the Mintzberg managerial role, which divides the role of the leader into three main roles: interpersonal, informational, and decisional. This research was conducted to explore the leaders’ role in creating organizational readiness to change. The study was conducted at 40 government-owned public health centers in Indonesia, involving 190 midwives as respondents. The study results show that all three leader’s roles were well implemented by the head of the public health center with the best score in the informational role. However, organizational readiness to change at public health centers is not on the same level. The linear regression test indicates that the decisional role has the largest contribution in building the organizational readiness to change. The successfully implemented role of entrepreneurs, disturbance handlers, resource allocators, and negotiators was the key to the successful implementation of changes. Therefore, the advice given was the need for leaders to improve their decision abilities so that the organizational readiness to change becomes better. Acknowledgment The researcher thanked the Ministry of Research, Technology and Higher Education, Republic of Indonesia, for funding this research.
15
Doringin, Ferry, and Kristianus Oktriono. "Political Aspects in Educational Leadership: A Case Study in ASEAN Economic Community Era." Humaniora 8, no. 4 (October 31, 2017): 303. http://dx.doi.org/10.21512/humaniora.v8i4.3725.
Full textAbstract:
The objective of this research was to see the political aspects in the success of educational leader using qualitative case study method. Leaders must realize their roles as a CEO, as an academician, and as a political leader. The research problem was why did the educational leaders had difficulty to take their role as political leaders and how to inspire them doing the role? The research applied a qualitative method by using “how” and “why” questions for analysis. There were some complicated issues in educational activities that were difficult to be solved but became easier if educational leaders have skills in persuading, negotiating, and using political process. The significant of the study was to inspire the educational leaders that they did not only take their role as the CEO, or the academician, but also the role as political leaders to be more successful in leading. Vocational and Training institutions in Indonesia face some challenges to be successful in ASEAN Economic Community (AEC) era. The leaders of the institutions will be more successful if they understand the political roles, political process, and political techniques.
16
Caldwell, Cam, and Zuhair Hasan. "Covenantal leadership and the psychological contract: moral insights for the modern leader." Journal of Management Development 35, no. 10 (November 14, 2016): 1302–12. http://dx.doi.org/10.1108/jmd-02-2016-0027.
Full textAbstract:
Purpose Research confirms that leaders continue to struggle in earning followers’ trust, commitment, and organizational citizenship. The purpose of this paper is to explain the importance of the relationship between leader and followers as a covenant and to identify five roles of the leader that are necessary to be effective in creating the required relationship with followers to earn their trust in an increasingly competitive and complex market. Design/methodology/approach The approach of this paper is to present a summary of the nature of psychological contracts and to identify seven testable propositions about covenantal leadership and its ability to build trust and honor duties implied in psychological contracts of employees. Findings The authors explain how the five roles of the covenantal leader increase trust and examine each of these roles in identifying the importance of covenantal leadership in serving the modern leader. Research limitations/implications This research reaffirms the importance of leaders understanding the often unarticulated perceptions of their employees in imposing moral duties and obligations on leaders and organizations. Practical implications The practical value of this paper lies in its insights about the importance of leaders understanding and honoring implied as well as stated duties, and in recognizing employee perceptions about their needs and the often unaddressed obligations of leaders and organizations. Social implications The underlying assumptions of this paper are that leaders who seek to create greater commitment and higher performance can do so by seeking out, understanding, and honoring the implicit and explicit assumptions and expectations of their employees. Originality/value Covenantal leadership is a relatively new leadership model introduced by Moses Pava (2003) and the five roles of covenantal leadership have rarely been addressed as a leadership perspective in the scholarly and practitioner literature.
17
Leachman, James G. "Liturgy & Sacramentality: First Perspectives from Process Oriented Psychology." Studia Liturgica 47, no. 2 (September 2017): 178–96. http://dx.doi.org/10.1177/003932071704700207.
Full textAbstract:
The polarized roles of leader and participant in the liturgical assembly can be mutually antagonistic, especially when each person is unaware of both roles active in themselves and in the assembly. By growing in “role awareness” participants can discover the leader role in themselves and so more fully engage their own actuosa participatio, and leaders can discover the participant role in themselves and so better inhabit and contextualise their role in the active participation of the whole assembly. Both participants and leaders can discover the rich diversity of roles at work within themselves, in the assembly and in the world. All can discover themselves as persons in communion. [108 words]
18
Van Vuuren, Nelius Jansen. "The Role Perceptions of Newly Appointed Senior School Leaders in the Western Cape, South Africa and Abu Dhabi United Arab Emirates: A Comparative Case Study." International Journal of Human Resource Studies 8, no. 3 (June 18, 2018): 118. http://dx.doi.org/10.5296/ijhrs.v8i3.13293.
Full textAbstract:
The role of the senior school leader, in school leadership teams, has been intensely deliberated over the years. Professional learning and leadership approaches and experiences for newly appointed senior school leaders have been extensively linked to the role perceptions of new school leaders. The importance of appropriate recommendations for policy and practice highlight the need for complex developmental support ingenuities to support their perceived development needs. Extensive teaching experience may be the only requirement for being appointed as a senior school leader, as also suggested by the Western Cape Education system (WCED). A developing system such as the Abu Dhabi Education Council (ADEC) system, highly qualified individuals make up for a lack of experience. Both these perceptions support the notion that no further professional development is required for newly appointed school leaders, the problem addressed in this paper. This article report and compare the main findings of the perceived roles and responsibilities of newly appointed senior school leaders in the Western Cape, South Africa, and Abu Dhabi, United Arab Emirates (UAE). The perceived roles and responsibilities of newly appointed school leaders, suggest a unique and specialist development approach to support effective leadership. The outcomes of this study further suggest a need for contextualised, individualised training and support in their individualised roles and responsibilities. The paper, therefore, employs a mixed-method approach to gather data to understand the perceived roles and responsibilities of newly appointed senior school leaders in the Western Cape, South Africa and Abu Dhabi, UAE.
19
Fan, Hua, and Bing Han. "How Does Leader‐Follower Fit or Misfit in Communication Style Matter for Work Outcomes?" Social Behavior and Personality: an international journal 46, no. 7 (July 1, 2018): 1083–100. http://dx.doi.org/10.2224/sbp.6925.
Full textAbstract:
We explored how leader‐follower dyadic communication influences leader‐member exchange (LMX) quality, and how LMX quality, in turn, influences followers’ job satisfaction and task performance. Paired data were collected from 205 leader‐follower dyads in China. We conducted polynomial regression and response surface analysis to test our hypotheses. Results showed that LMX quality was higher when the leader’s communication style fitted that of the follower, and when each style fitted more closely. Furthermore, the effects of asymmetrical misfit were identified in situations where followers had higher LMX quality and better work outcomes, and when the followers’ level of task orientation was higher and interaction orientation was lower than that of their leaders. These findings highlight the pivotal roles of both leaders and followers in promoting work relationship quality.
20
Shen, Huali, Xiaokang Zhao, Xiujuan Jiang, and Anqi Wang. "Power distance and leader integrity: The roles of moral disengagement and narcissism." Social Behavior and Personality: an international journal 49, no. 8 (August 4, 2021): 1–13. http://dx.doi.org/10.2224/sbp.10162.
Full textAbstract:
The focus in most research on leader integrity has been on its positive consequences; however, studies on the antecedents of leader integrity are still lacking. Drawing on moral disengagement theory, in this empirical study we examined the relationship between power distance and leader integrity, and the roles of moral disengagement and narcissism in this relationship. We analyzed paired leader–subordinate data obtained from a survey conducted with 253 leaders and their direct subordinates in China. The results show that leaders' power distance was negatively related to their integrity, leader moral disengagement mediated the relationship between power distance and integrity, and narcissism positively moderated the relationship between power distance and moral disengagement. Moreover, narcissism strengthened the mediating effect of moral disengagement: The higher the level of narcissism, the stronger the indirect effect of power distance on leader integrity via moral disengagement. Our findings enrich the theory of leader integrity and provide guidance for preventing damage to leader integrity.
21
Shultz, Kenneth S. "Attributions for Success and Failure of Men and Women in Leadership Positions." Psychological Reports 75, no. 3 (December 1994): 1307–12. http://dx.doi.org/10.2466/pr0.1994.75.3.1307.
Full textAbstract:
Attributions for the success and failure of men and women in leadership positions were examined as a function of the subjects' attitudes towards women in leadership roles (as measured by the Women As Managers Scale of Peters, Terborg, and Taynor. 80 men and 80 women were randomly assigned to one of four conditions in which a leader's performance was described, i.e., male leader—success, male leader—failure, female leader—success, female leader—failure. Subjects then rated the importance they believed each of four factors had in determining the leader's performance (ability, effort, task difficulty, and luck). A general reluctance of subjects to make external attributions and to distinguish between male and female leaders was found.
22
Close, Paul, Ann Kendrick, and Deborah Outhwaite. "Developing system leaders." Management in Education 32, no. 2 (March 25, 2018): 79–84. http://dx.doi.org/10.1177/0892020618762712.
Full textAbstract:
For those in ‘system leader’ roles in English schools, whether formally designated or informally appropriated, there has not been much systematic or long-term thinking about professional development to date. To contribute to such thinking, this paper presents a common framework for system leader development, based on consultancy research. The framework is broad in scope and critical in approach and can be adapted to role and function. Working within the assumption that all system leaders are consultants, it shows how a research engagement process can combine consultancy practice with consultancy research to generate professional development activities. During this process, system leaders work with higher education institution (HEI) researchers, to progressively interrogate their practice against consultancy research around four themes: ‘relationships’; ‘skills’; ‘outcomes’; and ‘the wider context’. At the same time, the researchers variously move through the roles of providers of research summaries, to co-creators of professional development activities, to co-facilitators of Action Learning Sets. It is argued that this research engagement process has much to offer HEIs and groups of schools wishing to collaborate on system leader development in the interest of generating principled, long-term helping relationships in a self- improving system.
23
Katasanovas, Vytautas, Vidmantas Katasanovas, and Žilvinas Stankevičius. "INNOVATIVE LEADER IN HIGHER EDUCATION." Laisvalaikio tyrimai 1, no. 9 (2017): 1–10. http://dx.doi.org/10.33607/elt.v1i9.236.
Full textAbstract:
Research background.Changing higher education environment, global competition of universitiesand colleges, need to react to the changes in labour market created new challengesfor highereducationinstitutions, that must implement innovations that help to keep their activityeffective and improve it.One ofthe traits of effective leadership is innovative leadership in higher educationinstitutionthat is especiallyoriented towards implementing changes in universities and colleges. Challenges for higher educationinstitutionin the context of innovations are widely determined in scientific literature. It is important to identifywhat are the roles of innovative leader in higher education, and to research the level of innovative leadershipin Lithuanian higher educationinstitutions.The object of the research is the innovative leader in highereducation.Goal of researchisidentify main roles of innovative leader in higher education and to determine howthey manifest at higher education organization “Kauno kolegija”.Methods of research.Methods of analysis and systemising were used performing theoreticalliterature analysis. Method of questionnaire survey was used to perform an empirical research, that is, toevaluate how roles of innovative leader manifest at higher educationinstitution“Kauno kolegija”(n= 49).Questionnaire was prepared,Cronbach’s Alpha= 0.76.Results and findings.Analysis of theoretical literature revelsthat working with people is an importantpart of innovative leader’s agenda. Such a leader should use style of transformational leadership (idealizedinfluence, inspirational motivation; intellectual stimulation, individualized consideration). On the other hand,innovative leader should take part in innovation process. He should initiate important innovations that wouldimprove higher education environment (help a university or college to correspond to challenges of our times;implement new methods of activity and education; stimulate meaningful researches; implement innovationsthat prepare students for international and internal labour market), and also take part in planning and executinginnovations.Results of empirical research performed in higher educationinstitution“Kauno kolegija” reveal thatinnovative leadership is yet not fully implemented in this organization. Abilities of formal leaders to act asinnovative leader and work with people as a transformational leader are not sufficient. Leadersin thisorganization do not take an adequate role starting innovations that would help organization to cope withchallenges of our times, management innovation,or innovationshelping students to become prepared forinternational labour market is rather weak.Main conclusions:1.Innovative leader should play two main roles in higher education organization: working with peopleusing the style of transformation leadership; and working with innovation process, stimulated right innovationscorrespondingtothe challenges in higher educationinstitution’s environment.2.Abilities of formal leadersin higher educationinstitution“Kauno kolegija”to act as innovativeleader and work with people as a transformational leader are not sufficient; role of innovative leaders inimplementing innovations that helpinstitutionto cope with challengesin the environmentis rather weak.
24
Eagly, Alice H. "The Rise of Female Leaders." Zeitschrift für Sozialpsychologie 34, no. 3 (January 2003): 123–32. http://dx.doi.org/10.1024//0044-3514.34.3.123.
Full textAbstract:
Abstract: The pace of women's rise into high-level leadership roles is accelerating in many postindustrial societies. Although women still face some discrimination in attaining roles with substantial authority, prejudicial reactions appear to be decreasing. In terms of Eagly and Karau's (2002) role incongruity theory of prejudice toward female leaders, women's rise is accounted for by three factors: (a) a redefinition of the qualities required by many leadership roles to include androgynous and feminine attributes as well as masculine attributes, (b) masculine shifts in women whereby they have adopted agentic and other masculine attributes consistent with their labor force participation, and (c) women's favoring of competent, androgynous leadership styles that help finesse the still remaining incongruity between leader roles and the female gender role.
25
Kitchen, Margaret, Susan Gray, and Maree Jeurissen. "Principals’ Collaborative Roles as Leaders for Learning." Leadership and Policy in Schools 15, no. 2 (January 11, 2016): 168–91. http://dx.doi.org/10.1080/15700763.2015.1031255.
Full text
26
Wahidin, Abd, Asmaun Azis, and Dwia A. Tina P. "PEMIMPIN INFORMAL DAN DINAMIKA SOSIAL (Studi Kasus Lima tokoh Di Desa Allu Taroawang Kecamatan Batang Kabupaten Jeneponto)." KOMUNIDA : MEDIA KOMUNIKASI DAN DAKWAH 7, no. 2 (June 30, 2017): 169–82. http://dx.doi.org/10.35905/komunida.v7i2.478.
Full textAbstract:
The substance of this research was to find out, to describe, to provide information about roles and statuses by informal leaders in Allu Tarowang village as well as its relationship with social dynamics that occurred. Informal leaders have roles and statuses that is important and strategic in the dynamics of development. This statement was the research result that has been done with use three variabels: identifying the process how to be an informal leader, identifying the ability of informal leaders how to conduct social change and how to problem solving strategies in the dynamics of development. The method which used in this research is descriptive research with case study while techniques of the data collection uses indepth interview and observation afterwards data analysis is qualitative. The research result, in identifying the process how to be an informal leader was obtained two-factors: social needs and social status factors. However, it is reviewed from nature of the informal leaders was included traditional leader type. In identifying the ability of informal leaders how to conduct social change were influenced by attitudes and behavior, alignment of instruction and expectations of the community, means and approaches. And last, In identifying the ability of informal leaders how to problem solving strategies in the dynamics of development were divided three stages, with regards to: (1) looking at the condition and situation of problem, (2) knowing the source of the problem, and (3) finding out the alternative of the solution for the problem. Based on the description above, this researh shows an informal leader as a respected person and a role models in society. other than, they have roles for motivating, mediating and catalysting in the dynamics of development.
27
Hu, Lingyan, Ning Jiang, and He Huang. "Competence-bonus Effects for Female Leaders: Gender Roles, Affective Trust and Leader Effectiveness." Academy of Management Proceedings 2021, no. 1 (August 2021): 11294. http://dx.doi.org/10.5465/ambpp.2021.11294abstract.
Full text
28
Hourani, Rida Blaik, David Litz, and Allison Smith. "Multi-dimensional leaders’ roles and responsibilities: Dynamics, constraints and policy change in a UAE juvenile correctional educational center." Educational Management Administration & Leadership 48, no. 4 (March 6, 2019): 682–702. http://dx.doi.org/10.1177/1741143219833691.
Full textAbstract:
This case study explores how educational leaders in a UAE juvenile correctional educational center perceive their multi-dimensional responsibilities and roles. The dynamics of leaders’ responsibilities and roles, as well as the constraints they face, are conceptualized within the paradigms of functionalism, conflict theory, and postmodernism. To track views from different perspectives, data regarding leader and faculty perceptions were gathered through individual and focus group semi-structured interviews. The findings have implications for educational improvements and policy change in relation to the UAE’s juvenile centers and other similar correctional contexts.
29
Kosfeld, Michael, and Devesh Rustagi. "Leader Punishment and Cooperation in Groups: Experimental Field Evidence from Commons Management in Ethiopia." American Economic Review 105, no. 2 (February 1, 2015): 747–83. http://dx.doi.org/10.1257/aer.20120700.
Full textAbstract:
We conduct a social dilemma experiment in which real-world leaders can punish group members as a third party. Despite facing an identical environment, leaders are found to take remarkably different punishment approaches. The different leader types revealed experimentally explain the relative success of groups in managing their forest commons. Leaders who emphasize equality and efficiency see positive forest outcomes. Antisocial leaders, who punish indiscriminately, see relatively negative forest outcomes. Our results highlight the importance of leaders in collective action, and more generally the idiosyncratic but powerful roles that leaders may play, leading to substantial variation in group cooperation outcomes. (JEL C93, D03, O13, Q23)
30
Husain, Rohani Binti Mohamad, and Li Xiao Xiao. "The Antecedents of Women Leadership in SMEs: The Malaysian Senior Female Managerial Perspective." International Journal of Business and Management 11, no. 5 (April 18, 2016): 179. http://dx.doi.org/10.5539/ijbm.v11n5p179.
Full textAbstract:
<p>Leadership emphasis on leader abilities, personality traits, influence of relationships, cognitive versus emotional orientation and individual versus collective interests (Deanne & Hartog, 2001).With the accelerate development of human civilization, women began playing indispensable leading roles in different social realm, particularly in business, society and political area. With women began playing increasing significant leading roles currently, it raised the influence of women’s leadership in organization.</p>In this study, through the full research of female leaders and the influential factors of women leadership, by analysing the of female leaders and through the deep assessment of women leadership, it summarized the existing achievements made by female leaders, pointed out the common problem existed in women leadership as well, and found out the relationship between leadership effectiveness of female leaders and women leadership. In general, this study summed up the dimensions of leadership effectiveness of female leaders, then concluded how these dimensions influenced on female leaders in middle management level. This research will be conducted on the basis of women senior managers in SMEs in Kuala Lumpur.
31
Bagley, Sylvia, and Kimmie Tang. "Teacher Leadership in Special Education: Exploring Skills, Roles, and Perceptions." Journal of Interdisciplinary Teacher Leadership 1, no. 3 (December 1, 2018): 44–63. http://dx.doi.org/10.46767/kfp.2016-0023.
Full textAbstract:
Special Education teachers frequently assume formal or informal leadership roles and responsibilities across disciplines (Council for Exceptional Children, 2015a, 2015b). However, despite the increasing attention paid to teacher leadership on an international scale (Wenner & Campbell, 2016), little research exists on the experiences and needs of teacher leaders within the diverse field of Special Education. In this descriptive phenomenological study, we addressed the following questions: 1) What does teacher leadership within the landscape of Special Education look like? 2) How does this work relate to the roles and dispositions laid out in both the Teacher Leader Model Standards (2011) and the Council for Exceptional Children’s Special Education Specialist Preparation Standards (2015a, 2015b)? We found that Special Education teacher leaders primarily demonstrate leadership via support, specifically through the skills of advocacy, facilitating, innovating, and ‘administrating’.
32
Gitonga, Fredrick. "Influence of Changing Family Transition on Gender Roles Among Chuka Community in Meru South District, Tharaka Nithi County." International Journal for Innovation Education and Research 8, no. 11 (November 1, 2020): 224–33. http://dx.doi.org/10.31686/ijier.vol8.iss11.2739.
Full textAbstract:
The instability of family structure has become an increasingly salient part of people’s lives in Kenya. Lack of stable parenting coupled with strained relationships between parents and other family members as a result changing gender role have impacted negatively on family cohesion. This study investigated to investigate effects of family transitions on gender roles among the Chuka community. The study was guided by social structural theory. This study utilized the descriptive survey research design and the target population was 140 subjects comprising of 98 household heads in Magumoni division, 30 Church leaders, 6 women group leaders and 6 Chiefs. A total of 5 church leaders, 6 location chiefs, 6 women leaders and 98 households participated in this study. Questionnaires were used as the instruments of collecting data from all the respondents. A pilot study revealed a reliability coefficient of 0.7047 with the house hold head questionnaire, 0.7014 with chief’s questionnaire, 0.7020 for both church leaders and women leader’s questionnaire. The study concluded that the change in traditional family gender roles heavily impacts on gender household responsibilities and ultimately the cohesiveness of the family household. The study recommends counseling and other intervention programmes such as to mitigate the negative outcomes arising from the changes in the traditional family gender roles.
33
Duan, Jinyun, Émilie Lapointe, Yue Xu, and Sarah Brooks. "Why do employees speak up? Examining the roles of LMX, perceived risk and perceived leader power in predicting voice behavior." Journal of Managerial Psychology 34, no. 8 (November 11, 2019): 560–72. http://dx.doi.org/10.1108/jmp-11-2018-0534.
Full textAbstract:
Purpose The purpose of this paper is to understand better why employees voice. Drawing on social information processing theory and insights derived from the literature on power, the authors suggest that leader–member exchange (LMX) fosters voice by reducing the perceived risk of voicing. The authors further contend that high perceived leader power will strengthen this mediated relationship. Design/methodology/approach The authors relied on a sample of 265 employee-supervisor dyads collected from Chinese organizations to test the study hypotheses. Findings Results indicated that perceived risk of voicing significantly mediated the positive LMX–voice behavior relationship. In addition, perceived leader power strengthened the effect of LMX on voice behavior via perceived risk of voicing. The relationship of LMX to perceived risk of voicing was more negative, and the indirect effect of LMX on voice behavior was more positive when employees perceived that leader power was high. Practical implications Organizations seeking to promote voice behaviors should support leaders to develop high-quality relationships with employees. Organizations should also ensure that leaders are sufficiently empowered to fulfill their roles, and ensure that employees are aware of their leaders’ influence. Originality/value Findings suggest that, in the context of high quality leader–member relationships, employees’ perceptions of their leaders’ power may help to overcome barriers associated with speaking up. Thus, this study helps explain the conditions that encourage employees to voice.
34
Tirmidi, Tirmidi, Sanggar Kanto, Kliwon Hidayat, and Thohir Luth. "The Dynamic Role of Religious Figures in The Diffusion of Community Forest Development: A Study of Phenomenology on Madurese Community in Probolinggo Regecny." AT-TURAS: Jurnal Studi Keislaman 8, no. 1 (June 30, 2021): 101–16. http://dx.doi.org/10.33650/at-turas.v8i1.2287.
Full textAbstract:
One of the causes of the successful development of community forests in Probolinggo Regency was the participation of religious leaders. This study explored the dynamics of the role of religious leaders in the development of community forests. Through a qualitative research design with a phenomenological approach and a Naturalistic paradigm, it was found that religious leaders carried out dynamic roles from the pioneering period to the period of obtaining international ecolabel certificates. From this discovery, three propositions were drawn to which after inter-relation between the concepts, two substantive theories were drawn, namely (1) Followers’ Need-Based Visionary Leader Theory, dan (2) Theory of Change-and-Innovation Enabling Leader Quality (Attributes of Change-and-innovation Enabling Leader).
35
Gregory, Anne. "Practitioner-leaders’ representation of roles: The Melbourne Mandate." Public Relations Review 41, no. 5 (December 2015): 598–606. http://dx.doi.org/10.1016/j.pubrev.2014.02.030.
Full text
36
Haskins, Mark E. "Executive education program faculty leaders: their “BASIC” roles." Development and Learning in Organizations: An International Journal 34, no. 3 (November 23, 2019): 15–18. http://dx.doi.org/10.1108/dlo-06-2019-0140.
Full textAbstract:
Purpose This article highlights and codifies the primary responsibilities of those individuals tasked with leading an executive education (EE) custom program design, development, and delivery team. The perspective presented is comprehensive and client centric. Design/methodology/approach The personal insights presented are based on over 20 years of serving as an EE program faculty leader (FL) on some of the largest and longest-running custom clients at one of the world’s premiere EE providers, while also observing others serving in that same capacity on other clients. Findings The primary, ongoing responsibilities of a FL are presented in a fashion analogous to the key players in the custom home building setting. Those roles are: architect, builder, supervisor, inspector, and client liaison. Each role is highlighted and explained. Practical implications The FL roles described herein are easily understood and immediately actionable as a robust array of priorities for those potentially cast in a FL role or its equivalent. Originality/value The EE role of FL is an important one. This article is unique providing a robust and succinct depiction of the multi-faceted role for FLs to embrace in order to richly and effectively fulfill that position.
37
Santovec, Mary Lou. "How Christian Women Campus Leaders Navigate Their Roles." Women in Higher Education 21, no. 3 (March 2012): 1–2. http://dx.doi.org/10.1002/whe.10299.
Full text
38
Wheatley, Margaret J. "When complex systems fail: New roles for leaders." Leader to Leader 1999, no. 11 (January 1999): 28–34. http://dx.doi.org/10.1002/ltl.40619991108.
Full text
39
Tallman, Rick. "Factors That Influence Relationships In Self-Managed Work Teams." International Journal of Management & Information Systems (IJMIS) 15, no. 4 (September 12, 2011): 105. http://dx.doi.org/10.19030/ijmis.v15i4.5807.
Full textAbstract:
Leaders and members have different roles in self-managed work teams. This paper examines the extent to which specific characteristics in the other relates to leaders and members perception of relationship quality. The results indicate that members values of fairness and honesty, their negative affective disposition, and their self-management ability were related to leaders perceptions of the quality of the relationship. From the members perspective the only significant predictor of the quality of the relationship was the leaders task ability. The characteristics of members and leaders that relate to the respective leader and member ratings of relationship quality appear to relate to their role enactment.
40
Barnes, Kate, Fay Hadley, and Sandra Cheeseman. "Preschool educational leaders: Who are they and what are they doing?" Australasian Journal of Early Childhood 44, no. 4 (November 21, 2019): 351–64. http://dx.doi.org/10.1177/1836939119870905.
Full textAbstract:
This study sought to understand and illuminate the distinctive nature of the role of educational leader in preschool settings. Research regarding the educational leader role is limited, and in preschool settings it is scant. The theory of practice architecture was applied as an analytical framework to investigate how educational leaders of New South Wales preschools enacted their role. This article discusses phase 1 of a mixed method study which surveyed 153 preschool educational leaders. The findings indicated that preschool educational leaders were experienced, educated and enacted their roles in varied ways. They frequently used practices that were informal and collaborative, responding to their unique contexts and situations.
41
Kinzer, Cathy J., Mari Rincón, Jana Ward, Ricardo Rincón, and Lesli Gomez. "Teacher Leaders Advancing Mathematics Learning." Teaching Children Mathematics 20, no. 6 (February 2014): 384–91. http://dx.doi.org/10.5951/teacchilmath.20.6.0384.
Full text
42
Miller, Paul, and Christine Callender. "Black leaders matter." Journal for Multicultural Education 12, no. 2 (June 11, 2018): 183–96. http://dx.doi.org/10.1108/jme-12-2016-0063.
Full textAbstract:
Purpose The purpose of this study is to evaluate factors that contribute to black male school leaders’ career progression and sustenance within the teaching profession. This, because the progression of black and minority ethnic (BME) teachers in Britain has been the subject of much debate. Fewer BME teachers are in leadership roles in education, and there are only 230 BME headteachers of approximately 24,000 primary and secondary headteachers. Design/methodology/approach The headteachers’ professional lives are explored through the lenses of critical race theory and interpretivism. In doing so, it illuminates the journey towards and the realities of a group whose views are currently unrepresented in research on school leadership or that of the experiences of male BME teachers in England. Findings This study finds that whereas personal agency and determination are largely responsible for keeping these black headteachers in post, “White sanction” (Miller, 2016) has played a significant role in career entry and early career development. Furthermore, participants experience both limiting and facilitating structures as they negotiated their roles into headship and as headteachers. Limiting structures are those which constrain or hinder progression into leadership, whilst facilitating structures enabled participants to navigate and negotiate gendered racism, make progress in their careers and achieve success in their respective roles. Both limiting and facilitating structures include personal agency and contextual factors. Research limitations/implications The paper also makes the point that more research is needed on current BME school leaders to examine the factors that motivate and enable them. Additionally, more research is needed on the limiting and facilitating structures identified in this study and on the potential generational differences that may exist between more established and newly appointed male BME school leaders. Studying generationally different school leaders may help to illuminate the salience of race and racism across an increasingly diverse population. Practical implications Furthermore, this paper also suggests that more BME school leaders are needed, thereby making the leadership teams of schools more representative, as well as raising aspirations and interest among BME teachers and therefore making black leadership sustainable. Originality/value This paper is an original piece of research that adds fresh insights into not only how black school leaders get into teaching and leadership but also significantly what keeps them there.
43
Arribere, J. A., and W. V. Gilbert. "Roles for transcript leaders in translation and mRNA decay revealed by transcript leader sequencing." Genome Research 23, no. 6 (April 11, 2013): 977–87. http://dx.doi.org/10.1101/gr.150342.112.
Full text
44
Erkutlu, Hakan, and Jamel Chafra. "Impact of behavioral integrity on organizational identification." Management Research Review 39, no. 6 (June 20, 2016): 672–91. http://dx.doi.org/10.1108/mrr-01-2015-0011.
Full textAbstract:
Purpose The purpose of this paper is to examine the relationship between leader’s behavioral integrity and employees’ organizational identification as well as to test the moderating roles of power distance and organizational politics on that relationship. Design/methodology/approach Data encompass 969 employees from 19 five-star hotels in Turkey. The relationship between behavioral integrity and organizational identification and the moderating roles of power distance and organizational politics on that relationship were tested using the partial least squares structural equation modeling (PLS-SEM) and moderated hierarchical regression analyses. Findings The PLS-SEM and moderated hierarchical regression analyses results reveal that there was a significant positive relationship between leader’s behavioral integrity and employees’ organizational identification. In addition, the positive relationship between behavioral integrity and organizational identification was weaker when both power distance and organizational politics were higher compared to that when they were lower. Practical implications This study showed that leader’s behavioral integrity enhanced employees’ organizational identification. Leaders need to show the perceived alignment between their words and deeds and strive to form high quality leader–follower exchanges to create a trust-based culture that satisfies the necessary affective and cognitive components required for trust formation. Moreover, the results of this study indicated that perceived organizational politics weakened employees’ identification with their organizations. Organizational practices and policies, especially human resource practices, should be carefully designed and implemented as to prevent organizational politics, an important source of employee dissatisfaction and distrust. Originality/value The study provides new insights into the influence that leader’s behavioral integrity may have on employees’ organizational identification and the moderating roles of power distance and organizational politics in the link between behavioral integrity and employees’ identification with their organizations. This paper also offers a practical assistance to employees in the hospitality industry and their leaders interested in fostering organizational identification and lowering perceived organizational politics.
45
Murphy, Cammy D. Romanuck. "Educational Leaders and Inclusive Special Education: Perceptions, Roles, and Responsibilities." Journal of Education and Culture Studies 2, no. 4 (September 25, 2018): 248. http://dx.doi.org/10.22158/jecs.v2n4p248.
Full textAbstract:
<p><em>Educational leaders, including principals and district leaders, are the primary special education leaders in public schools today. They are ultimately responsible for the successful implementation of inclusive special education programs, as outlined by the Individuals with Disabilities Education Act (2004). Yet, educational leaders continually report they lack the knowledge and skills to effectively oversee inclusive education programs. The research that examines the perceptions, roles, and responsibilities of educational leaders related to inclusive education programs is extremely limited. Therefore, guided by transformational leadership theory, this qualitative case study explores the perceptions, roles, responsibilities of school and district leaders who oversee successful inclusive education programs. The findings suggested that educational leaders value the philosophy of inclusion. The predominant themes that arose were culture, collaboration, limited staff, purposeful inclusion, consideration of individual needs, acceptance, relationships, appreciation of diversity, and student learning. Educational leaders described their role in inclusive education programs as collaborators, problem solvers, professional developers, and facilitators. The findings from this study can serve as a basis for discussion regarding the strengths and needs of current practices for inclusive education. These discussions can be utilized to analyze current strengths, and potential needs for refinement of practices, policies, and procedures.</em></p>
46
Karanika-Murray, Maria, Dimitra Gkiontsi, and Thom Baguley. "Engaging leaders at two hierarchical levels in organizational health interventions." International Journal of Workplace Health Management 11, no. 4 (August 6, 2018): 210–27. http://dx.doi.org/10.1108/ijwhm-07-2018-0086.
Full textAbstract:
Purpose Although visible leader support is an essential ingredient for successful organizational health interventions, knowledge on how leaders at different hierarchical levels engage with interventions is underdeveloped. The purpose of this paper is to explore leader engagement by drawing from the experiences of the intervention team. Design/methodology/approach Data from semi-structured interviews with the team responsible for implementing an organizational health intervention in two large UK organizations were used to examine how leaders at strategic (senior management) and operational (line managers) positions engaged with the intervention. Findings Thematic analysis uncovered 6 themes and 16 sub-themes covering the leaders’ initial reactions to the intervention, barriers to leader engagement, ways in which the intervention team dealt with these barriers, factors facilitating and factors accelerating leader engagement, and differences in engagement between leadership levels. Research limitations/implications This study can inform research into the conditions for optimizing leader engagement in organizational health interventions and beyond. Insights also emerged on the roles of leaders at different hierarchical levels and the value of perspective taking for intervention implementation. Practical implications Recommendations for bolstering the engagement of leaders in interventions are offered, that apply to all leaders or separately to leaders at strategic or operational levels. Originality/value The experiences of the intervention team who sought to engage leaders at different organizational levels to support the intervention are invaluable. Understanding how leader engagement can be maximized can better equip intervention teams for delivering successful interventions.
47
Bonzet, René, and Liezel Frick. "Towards a conceptual framework for analysing the gendered experiences of women in TVET leadership." Journal of Vocational, Adult and Continuing Education and Training 2, no. 1 (November 1, 2019): 1. http://dx.doi.org/10.14426/jovacet.v2i1.28.
Full textAbstract:
Gender inequalities handicap leadership structures in technical and vocational education and training (TVET) colleges in South Africa. TVET women leaders’ gendered experiences are, first, intrinsically connected to both a professional career in TVET and family roles – the two being mutually inclusive – and can, secondly, be linked to three career pathways, namely learning, acquiring and performing leadership roles. Based on the relevant literature, the authors present a conceptual framework where themes include: such women leaders’ demographically influenced experiences; the stages in becoming a leader; gender-related notions and challenges; leadership contexts; and strategies for managing gendered experiences. Based on Maritz’s business coaching model, the framework contends with factors that may influence the current lack of women in TVET leadership. This article raises gender-related issues that are relevant to the entire TVET college sector, including current and future leaders, decision-makers and policy developers.
48
Groves, Kevin S. "Testing a Moderated Mediation Model of Transformational Leadership, Values, and Organization Change." Journal of Leadership & Organizational Studies 27, no. 1 (August 10, 2016): 35–48. http://dx.doi.org/10.1177/1548051816662614.
Full textAbstract:
A field study of organizational leaders and their immediate followers was conducted to investigate (a) the mediating roles of follower openness to change values and follower self-transcendence values in linking transformational leadership to follower change resistance and follower extra effort, respectively and (b) the moderating role of organization change magnitude in influencing the mediation effects. Transformational leadership theory postulates that a range of follower attitudinal and performance outcomes are at least partially explained by a leader’s ability to influence followers’ values to support organizational change. Using Preacher, Rucker, and Hayes’s moderated mediation framework, this study extends transformational leadership research by testing a model that explicates the roles of leader behavior, follower values, and a key contextual variable in producing effects on follower attitudinal and performance outcomes. Data from 181 organizational leaders and 723 of their respective followers demonstrated strong support for the moderated mediation model. The conditional indirect effects of transformational leadership on follower change resistance and follower extra effort via follower openness to change and self-transcendence values, respectively, were stronger in work contexts characterized by high organization change magnitude. Implications for theory, future research, and practice are discussed.
49
Panda, Abinash, and R. K. Gupta. "Understanding Organizational Culture: A Perspective on Roles for Leaders." Vikalpa: The Journal for Decision Makers 26, no. 4 (October 2001): 3–20. http://dx.doi.org/10.1177/0256090920010402.
Full textAbstract:
The influence of organizational leaders on the evolution and maintenance of organizational culture has been accepted as a fact in organizational life. The roles and challenges of organizational leaders are contingent upon the way organizational culture is conceived. In the traditional rational perspective, organizational culture is treated as an “instrument” or “function” that can and should be manipulated by leaders to help organizations adapt to the external environmental realities. In the symbolic-interpretive perspective, organizational culture is viewed as a “social phenomenon.” Consequently, the roles and challenges of leaders become significantly different from the traditionalrational perspective. In this paper, the authors have discussed the symbolic-interpretive perspective, with a focus OB semiotic analysis, to understand organization and organizational culture. The authors have argued that organizational symbols, rituals, and stories are too critical to be marginalized or ignored. The authors have proposed three roles of organizational leaders from the symbolic-interpretive perspective: as symbols, as the central characters in organizational stories, and as managers of symbols and rituals.
50
Yoder, Janice D., Thomas L. Schleicher, and Theodore W. McDonald. "Empowering Token Women Leaders." Psychology of Women Quarterly 22, no. 2 (June 1998): 209–22. http://dx.doi.org/10.1111/j.1471-6402.1998.tb00151.x.
Full textAbstract:
We hypothesized that, in a masculine task, only token women leaders who were empowered through position (by being appointed leader) and expertise (trained with task-relevant information) and legitimated by a male experimenter as credible would be more effective in influencing the performance of their all-male groups than appointed-only and appointed-trained leaders. Thirty women undergraduates each led a small group of male students on a moon survival task. The hypothesis was supported. Videotapes of group interactions revealed that appointed-trained leaders interrupted group members and used tentative tag questions in failed attempts to share their task-relevant knowledge. In addition, group members reported the most dissatisfaction with appointed-trained leaders who, without legitimacy, violated diffused gender roles by presuming to be expert on a masculine task. The importance of the organizational empowerment of token women is underscored.