Tesi: "Leadership"

1

Player, Abigail. "Leadership selection : leadership potential, leadership performance and gender". Thesis, University of Kent, 2015. https://kar.kent.ac.uk/53514/.

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Leadership potential is now one of the most desirable traits in candidates applying for a job or promotion (Church, 2014), and experimental evidence proposes that leadership potential is preferable to previous leadership performance in leadership candidates (Tormala, Jia, & Norton, 2012). Reports suggests that it is possible for men to progress on their future leadership potential whereas women progress on their past leadership performance (Catalyst, 2013; McKinsey, 2012). However, this has yet to be empirically tested and very little is known about the social and psychological processes behind the relationship between gender and leadership potential. This thesis presents a series of nine studies investigating leadership potential and gender in hiring situations. These studies indicate that male candidates who demonstrate leadership potential are the most likely to be selected ahead of other equally qualified candidates, whereas female candidates are selected on the basis of leadership performance. The robustness of the association between leadership potential and gender was further reinforced by examining its relationship in different management levels (junior vs. senior; Studies 5-7) and social contexts (masculine vs. feminine; Studies 8 & 9). Moreover, this thesis starts to explore the psychological constructs behind the preference for leadership potential in male candidates and the preference for leadership performance in female candidates (Study 9). The theoretical and practical implications are discussed, in addition to future directions for research.

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2

Gehring, Josh J. "Impact leadership : a leadership development series". Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286600.

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The purpose of this project was to create a leadership development series for interscholastic and intercollegiate coaches that could be implemented into their athletic programs to help facilitate leadership growth within their players and team. The Impact Leadership Development Series contains four parts: 1) Part One: Responsibility, 2) Part Two: Role, 3) Part Three: Relationship, and 4) Part Four: Reach. Each part was designed for a specific grade level; Part One: Responsibility for the freshmen, Part Two: Role for the sophomores, Part Three: Relationship for the juniors and Part Four: Reach for the seniors.Although the Impact Leadership Development Series was not tested, the review committee felt that a series such as this had merit within interscholastic and intercollegiate athletics. One committee member noted that the series was a -'brilliant'' idea and the others agreed that if they were still involved in coaching they would implement a program of this nature.
School of Physical Education

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3

Cooper, Simon John Rankin. "Leadership of resuscitation teams : lighthouse leadership". Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312422.

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4

Harley-McClaskey, Deborah. "Leadership". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4706.

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5

Sjöberg, Misa. "Leadership and stress : indirect military leadership and leadership during complex rescue operations". Doctoral thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-21666.

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The overall purpose of this thesis has been to increase the knowledge concerning leadership and stress in complex military and rescue operations. One of the biggest differences these leaders have to deal with compared to leaders in other kinds of organizations is the question of life and death. Their way of leading and handling stress may have consequences for their own lives, their subordinates' lives, and often also other people's lives. This thesis is based on four empirical studies which include multiple research methods, e.g. both qualitative and quantitative approaches. Paper I and II focus on indirect leadership in a military context and the main result are that indirect leadership can be understood as consisting of two simultaneous influencing processes. The first one is action-oriented and consists of interaction with a link which filters and passes the messages down to lower organizational levels. The second process is image-oriented and consists of being a role model. In the favourable case, trust is built up between the higher management and the employees. However, in the unfavourable case, there is a lack of trust, resulting in redefinitions of the higher managers' messages. Paper III and IV focused on leadership in complex and/or stressful rescue operations. In paper III, rescue operation commanders from complex operations were interviewed, and in paper IV, quantitative questionnaires were answered by informants from the ambulance services, the police force and the rescue services. The main result are that leadership in complex, stressful rescue operations can be understood as consisting of three broad timerelated parts: everyday working conditions, during an operation, and the outcome of an operation. The most important factors in explaining the outcome of a complex rescue operation were shown to be the organizational climate before an incident, positive stress reactions, and personal knowledge about one's co-actors during an operation.

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6

Born, Paul David. "Leadership communities, a study in community leadership". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ49202.pdf.

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7

Sapounas, Nikolaus V. "Leadership and leadership dramaturgy in Greek organizations". Thesis, University of Exeter, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553685.

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The present research revolves around the fact that dramaturgy, especially at the organizational level and in particular in Greek organizations, has not been explored in-depth before. In other terms, the study tries to break free from the dramaturgical 'small case studies' approach that was pursued hitherto and formulate a theory on organizational studies that is absent so far. By doing so, the study combined leadership dramaturgy with ideas of social network analysis. Consequently, in order to examine the theory's validity a total of 126 interviews and 216 questionnaires were employed, in Greece, across three different sectors, namely, the public service sector, the defense sector and the business sector, and within a total of eight organizations in two different cities. The specific approach included cultural aspects hence, making cross-cultural comparisons possible. Moreover, so as to develop further- understanding in leadership dramaturgy ethnography was utilized for atime span of about ten , months. The empirical findings indicated that leadership dramaturgy exists in all regions of an organization and when an objective is to be obtained the employees' interactions are goal- driven, a range of facades are implemented and social network's networking is utilized. Furthermore, although Greek organizations were structured around Anglo-Saxon models differences were observed in their operational level that was due to cultural influences. Finally, the theory's propositions and examinations in the present study provide an alternative way of approaching leadership dramaturgy.

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8

Nichols, Thomas W. "Authentic Transformational Leadership and Implicit Leadership Theories". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9056/.

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Transformational leadership describes a leader who motivates followers to performance beyond expectations, but it has often been attacked for its potential to be abused. A newer form of leadership has been proposed, that of authentic leadership. Authentic leadership is an over-arching concept that proposes to include transformational leadership and all positive forms of leadership. At the heart of authentic leadership is the concept of ethicality. The concept of authenticity may contribute to the transformational leadership paradigm, producing an ideal form of leadership. Authentic leadership may not be an over-arching form of leadership, but one suited particularly to transformational leadership. I propose that authentic transformational leadership resides in leaders' and followers' implicit leadership theories. This experiment addresses authentic transformational leadership and the role of implicit leadership theories in directing leader behavior. A model is developed that outlines the relationship between authentic transformational leadership and implicit leadership theories, including the separate implicit theories of leader and follower, leader-member exchange (LMX), and leader effectiveness. Hypotheses concerning these relationships are developed. The study is experimental, using WebCT as a delivery tool. Scenario-based surveys were developed to collect data, using both known measures and measures developed specifically for this experiment. Two pilot studies were conducted to test the soundness of the delivery tool and the validity of the constructed scenarios and measures, which largely supported the hypotheses. In the main study, all hypotheses were supported with the exception of one. The results of the unsupported hypothesis, however, suggest authentic transformational leadership may be an ideal form of leadership. There are several contributions to the literature made by this study. The first contribution is the development of authentic transformational leadership as an ideal form of leadership. Second, the development of both follower and leader implicit leadership theories and their relationship to authentic transformational leadership is studied through leader effectiveness, a concept not previously researched. Lastly, the role of a follower's implicit leadership theory and its effects on a leader are examined, a notion that is largely under-researched.

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9

Nichols, Thomas W. Goodwin Vicki Lynne. "Authentic transformational leadership and implicit leadership theories". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9056.

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10

Bond, Cheryl A. "Leadership training, leadership style and organizational effectiveness". Thesis, Boston University, 2007. https://hdl.handle.net/2144/31961.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
There is a well-documented shortage of competent leaders in American corporations today due in part to the fact that leadership has been traditionally conceptualized as an individual-level skill. Accordingly, development is believed to occur primarily through training to improve individual skills and abilities (Day, 2000). These approaches have failed to see that leadership is at its essence a complex interaction between the designated leader and the social and organizational environment (Fiedler, 1996). Corporate educators need to recognize this interaction and begin to focus on holistic training and development models that address the interpersonal and social leadership behaviors required for future success. The purpose of this study was to explore the relationship between a relatively new kind of leadership training based on the Health Realization/State of Mind understanding and organizational performance. It was a mixed methods design incorporating interviews with a number of leaders from a particular business area in the organization, work environment surveys, employee opinion surveys, and organizational performance measures. An analysis of the results showed that the behavior of the leaders did indeed change, but the leaders attributed those positive changes to a combination of the leadership training, the influence of a transformational leader, and a shift in the cultural norms that improved the work environment. A comparison of the employee opinion and work environment surveys showed a noticeable difference in the quality of the work environment and overall job satisfaction between the subject business area and the rest of the organization. The organizational performance indicators, sales, income, and cost of poor quality indicated improvements as well.
2031-01-02

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11

Atmadja, Titin S. "Workplace Toxicity, Leadership Behaviors, and Leadership Strategies". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6516.

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Workplace toxicity may negatively influence the well-being and work performance of employees. Best practices of successful leadership approaches and behaviors have been unidentified when addressing low-toxicity work environments. The purpose of this qualitative narrative case study was to develop a deeper understanding of how leaders selected and applied specific leadership strategies and behaviors in nontoxic workplace environments. Data were collected from 10 participants in New Hampshire using a purposive sampling technique and semistructured interviews based on Alvarado's triangular model of workplace toxicity. This study was structured using a narrative approach to explore ways positive leaders practically implemented styles and behaviors to mitigate workplace toxicity. All participants met this study's qualification parameters; they had past experiences with toxic leaders that shaped their personal leadership styles. NVivo was used to compare and analyze data from all interview transcripts entered for recurring themes. These themes were coded according to how answers connected to a specific research question, and findings were collated across interviews to form results. Three major themes emerged from the data: experience with toxic leadership, leadership approaches to toxicity, and leadership behaviors toward toxicity. Insights from this study may help company leaders avoid lawsuits, low productivity levels, and high staff turnover due to toxic workplace elements left unattended or ineffectively managed. The study may contribute to positive social change by generating practical models of and suggestions for creating a less toxic work environment, thereby creating healthier and happier employees, which increases public wellbeing and company success.

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12

Lee-Davies, Linda. "Collaborative leadership skills : the contribution of a shared leadership model in sustaining leadership longevity". Thesis, University of Chester, 2013. http://hdl.handle.net/10034/311021.

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This is the supporting documentation submitted for the degree of Doctor of Philosophy by publication. The research explores shared leadership and investigates its component parts in terms of leader and organizational longevity. A collection of the presented papers represent separate published research projects culminating in a 6D framework. Leadership – Default, Discretion, Dilemma, Deliberative Inquiry, Dialogue and Direction. The framework is equally divided into Individual and Corporate focus. It presents a collection of skills sets and attitudes which enable the modern leader to achieve more sustainable personal and organizational success. The methodology uses a balance of empirical and conceptual approaches which included a mix of primary interview and survey with a leaning towards qualitative data extraction. In depth semi-structured interviews from diagonal samples were used. These came from both local and international sources. An applied research approach was maintained for most relevance to leaders and the provided comment formed an inductive route on which to derive new theory. The results were analysed with an interpretivist approach. The research findings and conclusions show that developing a distinct awareness of leadership self and reactions contributes highly to the ability to serve the organizational need. Additionally, the research showed that considered approaches to achieve higher quality information from staff contributed to a better level of strategic alignment. The published shared leadership concepts and models benefitted from peer review in the academic community, in journals and at conference. These resulted in more robust contributions to modern opinions on distributed/collaborative leadership. The 6D framework, along with other original models from the author, have been used extensively with business people at different levels of leadership. Their use has contributed to the leadership impact and further understanding during times of great economic pressure, social and technological change.

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13

Kgwete, Ephraim Matala. "Understanding school leadership : a study of the ACE school leadership programme and leadership practices". Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/44145.

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The South African Department of Education (DoE) introduced a new threshold qualification, Advanced Certificate in Education (School Leadership), which was the first concrete step towards implementing a compulsory professional qualification for principalship. The qualification is called ACE ‘School Leadership’ but the outcomes in the learning content designed by the DoE tend to focus on ‘management’. Since this qualification was only implemented from 2008, the synchrony between the theory and practice has not yet been investigated. The focus of this paper was to determine whether the ACE promoted leadership practices (ideographic dimensions) rather than just management skills (nomothetic dimensions). This study employed qualitative case study research methods and procedures to investigate the influence of the ACE School Leadership programme on leadership practices. Six principals who had completed the ACE School Leadership programme and their 24 subordinates from Mpumalanga, one of the poorest provinces in South Africa, were purposively selected. The findings display ample evidence of the nomothetic dimensions of the social systems theory outweighing the ideographic dimensions in the principal preparation programme. Principals showed confidence in management and this gave rise to unconscious leadership practices. Subordinates in their schools scored them highly regarding compliance and stated that they were more participative in their approach. The contribution that this research makes is that future preparation programmes be balanced regarding the social systems theory and contain contextual case studies; networking opportunities and strategic and innovative thinking which would result in principals not just being compliant, but competent and capable of leading school improvement. The study suggests a model for future effective leadership preparation programmes. The model outlines the threshold principal roles and the principal primary roles. The study acknowledges the need for more research on how principal leadership preparation programmes influence leadership practices. The ACE school leadership programme demonstrated in this study its ability to develop principals’ management practices and a need to develop principals’ leadership skills more. Findings in this study demonstrate improvement in learner performance for the principals who attended the ACE programme. The refinement of the ACE programme’s curriculum could lead to school leadership improvement
Thesis (PhD)--University of Pretoria, 2015.
tm2015
Education Management and Policy Studies
PhD
Unrestricted

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14

Martin, Warren. "Leadership| Outdated Theories and Emerging Non-traditional Leadership". Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10688717.

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The purpose of this qualitative study was to explore a phenomenon concerning why organizational leaders have transitioned from academically recommended leadership theories to their own non-traditional leadership practices. Existing research suggests that current leadership theories are outdated and not keeping pace with continual change, vast technological advancements, and expectations by stakeholders for transparency. The concept for this study was inspired in part by a combination of over 40-years of personal and professional observations and experience in leadership, and a personal theory that leaders do not practice traditional leadership theory as originally intended, but rather select various elements from numerous theories and merge them into a single leadership practice, also known as non-traditional leadership. The findings of this study suggested that all participants practiced non-traditional leadership. Continual change was recognized as an ongoing phenomenon, and leadership theories, or elements of theories, were considered outdated. Acceptance of change and adaptability was identified as necessary attributes for modern day successful leaders, and leaders who continued to practice traditional theory, did so out of fear of change. Additional research should be conducted to evaluate how wide spread the practice of non-traditional leadership practices has spread and why leaders have chosen to ignore the recommended academic teachings of traditional leadership theories. Further research should be conducted concentrating on traditional leaders, in an effort to understand their motivations for following traditional leadership models.

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15

McKenzie, Brigitte. "Developing a community leadership model for Leadership Victoria". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59509.pdf.

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16

Messner, Matthew. "Leadership that cares how intentional friendship revolutionizes leadership /". Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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17

Baxter, Vincent P. "Communitarian Leadership Practice Acquisition in Educational Leadership Preparation". Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556534.

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Principals have tremendous influence on the schools they lead (Bamburg & Andrews, 1990; Marzano et al., 2005). Certain leadership behaviors impact school level factors (Cotton, 2003; Hallinger & Heck, 2010; Leithwood, Begley, & Cousins, 1990; Marzano et al., 2005; Orr, 2003). To affect high levels of student achievement, school principals must be responsible for uniting diverse groups under shared purposes with purposeful emphasis on others rather than on self (Cotton, 2003; Hallinger & Heck, 2010; Leithwood, Begley, & Cousins, 1990; Marzano et al., 2005; Orr, 2003). Effective programs in educational leadership preparation include cohort-modeled groupings, among other features (Davis et al., 2005). Because cohorts are a feature of effective programs, yet few aspiring school leaders are prepared through cohort-based programs (Browne-Ferrigno & Muth, 2009), a concern regarding a problem of practice is raised.

The purpose of this study was to explore how aspirant school leaders experience the acquisition of leadership practices within their educational leadership preparation program and to contribute to the empirical understanding of how to best prepare school leaders for successful practice. This study was designed to examine: How do school leaders make meaning of their experience in a principal preparation program? In what ways do their experiences support the development of communitarian leadership?

The sample included nineteen school leaders who were alumni of a university-based educational leadership preparation program. Participants were interviewed using a basic interview protocol that followed the semi-structured approach for interview technique outlined by Moustakas (1994). The data analysis was carried out in the stepwise manner, using Atlas.ti 7.0 to code and group significant statements from the interview texts and using a basic memoing process to address any concerns of subjectivity.

Leaders who experienced preparation activities, including activities that gave them practice leading diverse individuals to shared outcomes articulated how preparation influenced the development of communitarian leadership skill, including relationship-building, communication, and values-identification. Communitarian leadership, which includes leadership actions linked to improved school-level outcomes (Marzano et al., 2005), may have utility as a framework for developing aspiring principals through formal preparation programs.

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18

Andreas, Sarah. "Exploring Leadership Development Experiences of Leadership Tuscarawas Alumni". Thesis, Johnson University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807023.

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The terms leadership and leader development are often used synonymously. However, there are different outcomes and needs associated with each type of development. Even with these differences, both types of developments may be needed to help individuals master leadership skills effectively. This study explored the critically formative processes and influences contributing to a leader’s leadership formation and development. A framework of adult cognitive development, identity development, and spiritual development offered areas where an individual may need development for leadership, while a framework of social cognitive theory, andragogy, and transformational learning offered insights into the process of development and transformation. By using phenomenography as the research method, this study aimed to find the variation of the phenomenon and describe leadership development as the participants experienced it. This information may help organizations and individuals who are trying to develop future leaders understand critically formative processes and influences contributing to a leader’s leadership formation and development.

The research found four categories related to the participants’ leadership development experiences within Leadership Tuscarawas and one category based on past experiences outside of the program. These categories were: (a) learning from others, (b) becoming aware, (c) building relationships, (d) emotions and feelings, and (e) leadership development experiences. Each category gave insights into what Leadership Tuscarawas alumni experienced within a leadership development program.

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19

Lucas, Stephen Earl. "Transformational leadership : principals, leadership teams, and school culture /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013000.

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20

Jones, Forrest. "Modern Leadership Compared to Historical Leadership Shown Biblically". DigitalCommons@CalPoly, 2011. https://digitalcommons.calpoly.edu/theses/461.

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Modern Leadership Compared to Historical Leadership Shown Biblically Forrest Jones This thesis is a comparison between modern leadership and historical leadership. Modern leadership has been differentiated from management since the early 1980’s. Historical leadership is shown by Jesus Christ through the Bible, used as a historical text. Historical leadership was found to have two separate tools used by Jesus Christ which would be useful additions to what leadership today is. The first tool is submission to authority. Most people in positions that would be considered leadership positions do not feel that they need to follow anyone else. Often times they act contrary to a way they have been directed to, because they feel their opinion is the only valid one. The second tool is servant leadership. In addition to believing their opinion is the only valid one, most leaders today consider their own needs before others and are not willing to serve those who they see as their followers. With the incorporation of submission businesses could function smoother, react quicker to challenges and less conflict would develop between leaders and their authority. With the incorporation of servant leadership, employee retention would increase, quality of work would increase and ultimately more goals would be reached. Current leadership is much more effective in many areas of business than management. The differentiation between the two areas since the early 1980’s has allowed many businesses to react quicker to a changing market place and ultimately become better businesses. Leadership in its current form is effective, but can we historically infer possible improvements through looking at the example of Jesus Christ historically shown in the Bible? The conclusion is significant in the business world, because it shows that through servant leadership and submission a high degree of ethics and commitment is shown. The net result of the ethics shown in this manner will increase trust both inside the business and to others who interact with them.

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21

Hedges, Pamela M. "Leadership and culture : international perceptions of organizational leadership". Thesis, Curtin University, 1995. http://hdl.handle.net/20.500.11937/1861.

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This study is a comparative investigation of organizational leadership internationally in Australia, Singapore and Malaysia. The thesis developed is largely based on the "PM" (Performance/Maintenance) model of leadership developed by Misumi over the last three or four decades in Japan.The Misumi model sets a precedent interesting for its Eastern juxtaposition with Hofstede and for the tension it recognizes between behaviours general to all situations of organizational leadership and those which are context-specific. In addition to the focus on this theory in particular, the study examines the relationship of national and personal values to perceptions and interpretation of organizational leadership behaviour. The underlying purpose is to increase understanding of cross-cultural variables in the field of organizational leadership.For its premise, the research undertaken makes the suggestion that leadership behaviours are influenced by national cultural variables and therefore national similarities or differences are, at least to some extent, culturally determined. It is the scope of this cultural imperative which becomes the focus for the thesis. Hypotheses developed, and the data gathered to test them, centre on the perceptions of consistency between organizational leadership in Australia, Singapore and Malaysia.

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Hedges, Pamela M. "Leadership and culture : international perceptions of organizational leadership". Curtin University of Technology, School of Management and Marketing, 1995. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11819.

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This study is a comparative investigation of organizational leadership internationally in Australia, Singapore and Malaysia. The thesis developed is largely based on the "PM" (Performance/Maintenance) model of leadership developed by Misumi over the last three or four decades in Japan.The Misumi model sets a precedent interesting for its Eastern juxtaposition with Hofstede and for the tension it recognizes between behaviours general to all situations of organizational leadership and those which are context-specific. In addition to the focus on this theory in particular, the study examines the relationship of national and personal values to perceptions and interpretation of organizational leadership behaviour. The underlying purpose is to increase understanding of cross-cultural variables in the field of organizational leadership.For its premise, the research undertaken makes the suggestion that leadership behaviours are influenced by national cultural variables and therefore national similarities or differences are, at least to some extent, culturally determined. It is the scope of this cultural imperative which becomes the focus for the thesis. Hypotheses developed, and the data gathered to test them, centre on the perceptions of consistency between organizational leadership in Australia, Singapore and Malaysia.

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23

Karakas, Fahri. "Benevolent leadership". Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86595.

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This study develops a higher-order conceptual model of benevolent leadership based on four paradigms of common good in organizational research: Morality, spirituality, positivity, and community. This study is based on the assumption that these four areas of research can provide management scholars and practitioners a theoretically sound basis and a wealth of knowledge to create common good in organizations. The term "common good" is used in the sense of shared benefits or positive outcomes for all or most members of a community (Bryson, and Crosby, 1992). I define benevolent leadership as the process of creating a virtuous cycle of encouraging, initiating, and implementing positive change in organizations through: a) ethical decision making and moral actions, b) developing spiritual awareness and creating a sense of meaning, c) inspiring hope and fostering courage for positive action, and d) leaving a legacy and positive impact for the larger community.
This thesis makes three key contributions to organizational research and literature: First, the major theoretical contribution is the development of a higher-order conceptual model of benevolent leadership based on four paradigms of common good in organizations. Second, the methodological contribution is the development of a theory-based instrument (Benevolent Leadership Scale) to measure the multidimensional higher-order construct of benevolent leadership composed of four dimensions: ethical sensitivity, spiritual depth, positive engagement, and community responsiveness. Third, the empirical contribution is the exploration of potential outcomes of benevolent leadership in organizations; namely perceived organizational performance, affective commitment, and organizational citizenship behavior.
Results indicate positive and significant relationships between benevolent tendencies of leaders and their affective commitment and organizational citizenship behaviors. Positive and significant associations were found between benevolent leadership and perceived organizational performance. Three clusters emerged based on benevolent tendencies of leaders: Social Activists, Spiritual Visionaries, and Benevolent Leaders.
Ce travail développe un modèle conceptuel d'ordre supérieur d'une direction bienveillante basée sur quatre paradigmes de bien commun dans une recherche organisationnelle: Moralité, spiritualité, positivité et communauté. Ce travail est basé sur la supposition que ces quatre domaines de recherche peuvent fournir les érudits de management et les praticiens une base théoriquement solide et une fortune de connaissance pour créer un bien commun dans les organisations. Le terme « bien commun » est utilisé comme les bénéfices partagés ou les conséquences positives pour tous les membres d'un communauté (Bryson, and Crosby, 1992). Je défini la direction bienveillant comme le processus de créer un cycle vertueux de courager, d'initier et exécuter un changement positive dans les organisations par : a) la décision éthique et les actions morales, b) développer une conscience spirituelle et créer un sentiment de sens, c) inspirer l'espoir et encourager pour une action positive et d) laisser un héritage et l'impact positive pour la communauté la plus grande.
Ce mémoire fait trois contributions à la recherche organisationnelle et la littérature : Premièrement, la plus grande contribution théorique est le développement d'un modèle conceptuel d'ordre supérieure d'une direction bienveillante basée sur quatre paradigmes de bien commun dans une recherche organisationnelle. Deuxièmement, la contribution méthodologique est le développement d'un instrument d'une base théorique (L'Échelle de Direction Bienveillante) pour mesurer la conception multidimensionnelle d'ordre supérieur de direction bienveillante composée de quatre dimensions : la sensibilité éthique, la profondeur spirituelle et réceptivité de communauté. Troisièmement, la contribution empirique est l'exploration des conséquences potentielles de direction bienveillante dans les organisations ; c'est-à-dire, la performance organisationnelle perçue, l'engagement affectif et la conduite de citoyenneté organisationnelle.
Les résultats indiquent que les relations positives et importantes entre les tendances bienveillantes des leaders et les engagements affectifs et les conduites de citoyenneté organisationnelle. Des associations positives et importantes ont étaient trouvées entre la direction bienveillante et la performance organisationnelle perçue. Trois groupes ont émergé basés sur les tendances bienveillantes des leaders : Les Activistes Sociaux, Les Visionnaires Spirituels et les Leaders Bienveillants.

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24

Zussman, Yale Martin. "Understanding leadership". Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/15200.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Political Science, 1986.
MICROFICHE COPY AVAILABLE IN ARCHIVES AND DEWEY.
Bibliography: leaves 306-311.
by Yale Martin Zussman.
Ph.D.

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25

Ferreira, Mariana. "Leadership glocality". Universität Leipzig, 2019. https://ul.qucosa.de/id/qucosa%3A33908.

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How do multinationals create a glocal identity of compliance? This article focuses on putting this quest to an end, dissecting multidisciplinary approaches to solve the compliance glocalization problematics. It starts with the saga of the glocalization neologism, followed by the philosophical- and psychodynamics of compliance and its moral foundations in Kantianism, the development of integrity into actual business ethics and the vehemence of crosscultural awareness and management when doing business internationally. Finally, it establishes the Three Stages Theory and the EMB Guidelines for the glocalization of leadership, as the ordinary solution to compliance glocalization.

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Moriez, David Christophe. "Leadership générationnel". Thesis, Paris 2, 2015. http://www.theses.fr/2015PA020070.

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Pour la première fois dans l’histoire des entreprises, trois générations se côtoient : les baby-boomers (plus de 50 ans), la Génération X (entre 30 et 50 ans) et la Génération Y (moins de 30 ans). Bien que la diversité soit au coeur du leadership moderne (Cox, 1994), « l’ère est un aspect du leadership qui n’a pas reçu l’attention qu’elle mérite » (Bennis & Thomas, 2002, p.10). Ce travail décrit le contenu des valeurs générationnelles [visée descriptive] et quel leadership développer pour générer un engagement commun de ces trois générations [visée transformative]. Le triple cadre théorique de la diversité, de la motivation engagement et du leadership est mobilisé. La démarche de recherche est qualitative de nature exploratoire. Cinquante-trois entretiens ont été menés au sein de trois organisations privées (Whirlpool France, Manoir Industrie et PMC) pour préciser la nature du lien des baby-boomers, de la Génération X et de la Génération Y avec le leadership et l’engagement. Au niveau théorique, les résultats qualitatifs confirment que les valeurs des trois générations diffèrent. Au niveau managérial, l’identification des valeurs de leadership permet de préciser comment le leadership peut évoluer pour favoriser l’engagement commun des différentes générations. En conclusion, des recommandations sont proposées en matière de leadership des différentes générations
For the first time in corporate history, three generations are working together: the baby-boomers (people who are more than 50 years old), the Generation X (people aged between 30 and 50 years old) and the Generation Y (people who are less than 30 years old). Although diversity lies at the heart of modern leadership (Cox, 1994), “era is an aspect of leadership that has not received the attention it deserves” (Blessed & Thomas, 2002, p.10). We offer to study the contents of generational values [descriptive function] and what leadership to develop to meet those values and generate the common of engagement of all three generations [transformative function]. Our work is based on a triple theoretical background, namely diversity, engagement and leadership. Our qualitative research is exploratory by nature – fifty-three interviews were carried out within private organizations (Whirlpool France, Manoir Industrie and PMC) to specify the nature of the bond of the three generations (i.e. baby-boomers, GenXers and GenYers) with leadership and engagement. At the theoretical level, the qualitative results confirm that the values of the three generations differ. As for management, the identification of leadership values makes it possible to specify how leadership can evolve to support a common engagement amongst the three generations. In conclusion, we formulate some recommendations to lead the various generations

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Taylor, Richard E. "Team leadership". Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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28

Lewis, Raymond J. "Naval leadership : a study of views on leadership competencies and methods to reinforce leadership skills". Thesis, Monterey, California: Naval Postgraduate School, 1990. http://hdl.handle.net/10945/27622.

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Approved for public release; distribution unlimited.
The purpose of this thesis is to examine the perception of the leadership competencies that are being taught at the Navy's leadership course, NAVLEAD, and to investigate ways to reinforce leadership training in the operational environment. An analysis was conducted to identify the importance of the leadership competencies at a naval officer's current job. By determining the importance officers place on the leadership competencies, support can be made to determine if additional training would be beneficial. An investigation was conducted of the various media for leadership training to determine the best method for training in the operational environment. Additionally, an analysis was conducted across designator community and rank, to determine the percentage of time officers spend engaged in management, technical, and leadership tasks. This thesis provides support for implementing post-schoolhouse refresher leadership training through computer-based instruction.

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Lopez, Caroline J. "Personality and Leadership in Counselor Educators: The Big Five Factors, Transformational Leadership, and Transactional Leadership". Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1375727746.

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Hendricks, Clarence Nowellin. "Integrated leadership : a leadership approach for school management teams". Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018610.

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School managers currently face major challenges of finding innovative ways to improve the quality of teaching and learning and ultimately student outcomes. This might be because contemporary leadership models promote either requisite curricular expertise or requisite leadership qualities or requisite norms and values which impact notably on teaching and learning. This study examined to which extent School Management Teams (SMT’s) contribute to the quality of teaching and learning when utilizing an integrated leadership approach in primary schools.The extent to which integrated leadership contributes to the quality of teaching and learning is investigated through an exploratory mixed method approach. Case studies in six different schools were conducted through both qualitative and quantitative research methods to obtain data regarding the thirty-six participants’ integrated leadership qualities. Data was gathered through focused group interviews, observations and a questionnaire. The Annual National Assessment results for two consecutive years (2010 and 2011) of grade three and six learners for literacy and numeracy were collected to determine the relationship between integrated leadership and quality teaching and learning and the extent to which integrated leadership impacted on student outcomes.The findings revealed that SMT’s confused integrated leadership with the utilization of qualities from a range of leadership styles each seeking to fit the purpose of an activity, and then claim they are employing an integrated leadership approach. Integrated leadership on the contrary is one leadership model with different qualities and when utilised as a complete package, in a unified manner, has the potential to have a significant impact on the quality of teaching and learning and ultimately student achievement. The findings also indicated that the majority of SMT members are either not utilising integrated leadership or occasionally utilise some of the integrated leadership qualities. This might be one of the main reasons for unsatisfactory academic performance in schools. Integrated leadership thus, when implemented in its totality at all times, possesses all the qualities to have a significant impact on the quality of teaching and learning nationally and internationally.

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Wood, Gabrielle M. "Authentic leadership do we really need another leadership theory? /". Fairfax, VA : George Mason University, 2007. http://hdl.handle.net/1920/2921.

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Thesis (Ph. D.)--George Mason University, 2007.
Title from PDF t.p. (viewed Jan. 22, 2008). Thesis director: Stephen J. Zaccaro. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Vita: p. 118-119. Includes bibliographical references (p. 109-117). Also available in print.

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32

Rosenberg, Joseph. "Leadership development among fraternity presidents| Can leadership be learned?" Thesis, Indiana University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10242201.

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There is an absence of research examining the relationship between the experiences that occurred while holding formal student leadership positions and leadership identity development. This study will investigate if leadership can be learned through the lenses of the leadership experience of men who hold the formal student leadership position of chapter president within their local chapters of their national social fraternal organization. The design of the study is quantitative in nature and will utilize an electronic survey to examine the impact of a college student’s leadership identity development from holding a position of leadership within a student organization.

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Nichols, Amy E. "Redefining leadership: acts of leadership beyond a college classroom". Thesis, Kansas State University, 2016. http://hdl.handle.net/2097/32716.

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Master of Arts
Communications Studies
Timothy R. Steffensmeier
This study explored how millennials make sense of leadership in civic life beyond a college classroom. Competency-based learning, specifically as it relates to leadership development, was considered along with the importance of helping others make sense of leadership learning beyond theory to practical application. Competency-based learning considers the practical teaching points set in front of students and posits that they are helpful for making an often nebulous notion of leadership more tangible. The focus of this study was a group of undergraduate millennial-aged college students, selected from a Leadership in Self and Society course. Leadership itself has countless definitions. This study used the definition of leadership according to O’Malley, Fabris McBride and Nichols (2014) as "mobilizing others to do difficult work, work that is more provocative, engaging and purposeful" (p. 50). By examining meanings of adaptive leadership utilizing the described experience of a small subset of students who participated in a college leadership development classroom experience, this study built on a broader notion of how leadership is communicated and understood in a classroom and separately beyond in communities. In considering how operating from the frame of leadership as an activity not a position, data was gathered on how people make sense of acts of leadership and the ambiguity that comes with adaptive situations, by examining the words used to describe their lived experience using a phenomenological research approach. This study strived to build a foundation for other studies to consider articulation of lived leadership experience as a means of building competence within the field of adaptive leadership.

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Tanno, Janice Poland. "Servant Leadership: What Makes It an Effective Leadership Model". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3922.

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Servant leadership (SL), a universal, ethical leadership style, consistently produces high performance and employee engagement. For the last two decades, lack of business ethics in decision making by senior leaders has resulted in many negative outcomes, such as the WorldCom scandal. The purpose of this descriptive phenomenological study was to identify and report the lived experiences of senior leaders in relation to decision making in SL organizations in the southwestern United States. The study's theoretical/conceptual foundations encompassed Maslow's motivation theories, decision theory, spirituality, spiritual intelligence, Cicero's virtue theory of ethics, and Greenleaf's SL. Data collection involved the use of semistructured interviews with a purposive sample of 18 participants who were senior leaders of SL organizations. Data analysis employed Giorgi's method whereby phenomenological reduction revealed meaning units, and psychological reduction reached descriptive psychological structures of experiences by hand coding and integrative data analysis software. Findings confirmed senior leaders' ethical decision making in SL organizations. Recommendations include addressing ethical decision making in team leadership at the board and operational levels and examining the interrelation of CEO ethical leadership and firm performance. Conclusions reached confirm a prevailing structure of experiences as collaborative, interdependent, egalitarian teamwork, a family metaphor. Application of the findings of this study may result in positive social change by fostering a more ethical, kinder capitalism in everyday life and in building community with more servant leaders and SL organizations.

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Iron, Cloud Richard Gerald. "Leadership Values and Acculturation among the Oglala Lakota Leadership". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7392.

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There are currently no research studies that investigate the relationship between acculturation and leadership values and practices among the Indigenous Tribes on the Northern Plains of the United States. The study was initiated because Native American Elders on the Pine Ridge Indian Reservation were concerned that traditional altruistic leadership style was being lost in today's Native American leadership practice. Accordingly, acculturation and servant leadership theories were used to guide the study. A sequential explanatory mixed methods design incorporated the use of quantitative data based on the Servant Leadership Profile (SLP) and the Native American Acculturation Scale. (NAAS). The study included 51 Oglala Sioux tribal leaders, program directors, elected officials and traditional headsmen. The NAAS measured the respondent's orientation towards Native American versus dominant cultural values. The SLP measured the orientation towards the practice of servant leadership. The qualitative component involved interviews with 6 tribal leaders, 2 from each level of acculturation, to increase the understanding of the relationship between cultural orientation and leadership. The levels of acculturation were low, traditional (17.6%), moderate, bicultural (68.6%) and high, assimilated (13.7%). Qualitative themes revealed leadership values similar to servant leadership among all 6 respondents regardless of acculturation level. The bi-cultural participants identified in my study may create innovative ways of defining themselves and society itself for purposes of social change bridging the gap between divisions of traditional and assimilated individuals.

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Haber, Paige. "Cocurricular involvement, formal leadership roles, and leadership education experiences predicting college student socially responsible leadership outcomes /". College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3720.

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Thesis (M.A.) -- University of Maryland, College Park, 2006.
Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Alnelind, Jennifer, e Cecilia Alvén. "Design leadership skills : Questioning the difference between design leadership and generic leadership in SME manufacturing organisations". Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-36015.

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Purpose: The purpose of this study was to describe and develop what set of skills a design leader require and if these differentiate them from the generic leader in SME organisations. Theory: The themes and concepts we have based the research on is first and foremost design leadership and skills. We have utilised studies by for example: Miller and Moultrie (2013), Joziasse (2011), Turner (2013) and Mumford et al. (2007) in order to develop an extensive theoretical framework. Methodology: We have approached this research in a deductive and qualitative manner through a descriptive and somewhat exploratory design. We have conducted six semi-structured interviews with leaders at manufacturing SME organisations in ‘Småland’. Conclusion: Through this research we have established a set of skills that a design leader requires in manufacturing SME organisations. In conclusion we found that the design leader requires well developed generic leadership skills in form of; learn/adapt, speak (convey information), listen (attentive), motivate, inspire, analyse, manage, problem solve, project manage, observe, plan and apprise as well as design specific skills; draw, synthesize, envision-imagine-visualise, edit, design and employ technology. We also identified the difference between the design leader and generic leader, whereby we found a slight difference, even though most generic leaders interviewed utilise aspects of design leadership due to positions interlinking. On top of this we tried to clarify what a design leader really is in these types of organisations, as this was found to be slightly vague in previous literature.

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Harris, Mary Judy. "Effective leadership by department chairs in educational leadership / administration departments /". free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164512.

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Lebid, Svitlana. "The Power of Innovation.- From Leadership perspective : From leadership perspective". Thesis, Linnéuniversitetet, Ekonomihögskolan, ELNU, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12443.

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Every day brings changes that influence on the whole process of development in society. As a result, there are many challenges for business in this turbulent time. Factors like: sustainability, government influence, cooperation, eco-friendly products and others define new ways of doing business. I provide understanding of innovation based on leadership view. This dimension is significant important for todays’ organizations in order to be on the market and to have success. Leaders have to know possibilities based on many internal and external factors that can be seen as opportunities for organization. Innovation is an essential part that should be taken into consideration by leaders. Innovation without leadership has less value or even can lose this value at all. The main components of innovation investigated by a big variety of interviews and dialogues with experts in the field of innovation, based on appropriate literature sources and represented in this paper.

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Weegar, Thomas. "Excellence in educational leadership : appreciative leadership within BC community colleges". Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45008.

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This study explores Appreciative Leadership as it is being practiced by college educational leaders in British Columbia. Appreciative Leadership in education is a unique, strength-based approach to leadership which focuses continually on capacity-building and seeing possibilities and opportunities. Appreciative Leadership in education is, I argue, an approach that could help address the leadership “skills shortages” and the challenges facing BC colleges in the twenty-first century. Conceptually, the research is informed by a social constructivist approach to educational leadership and how leadership is an area of practice distinct from management. The notion of Appreciative Leadership, a relatively new and emerging concept in relation to educational discourse, is carefully considered in relation to the larger conversation about educational leadership and conceptions of power. Appreciative Leadership, Appreciative Intelligence, and the Five Core Strategies of Appreciative Leadership are central elements of this study. This study involved three stages: 1) a pilot study of my survey instrument among three community college educational leaders; 2) a questionnaire sent to 25 BC community college leaders (Deans, Vice-Presidents – Education [or Academic], Associate Vice-Presidents, Education, and Presidents); and 3) follow-up interviews with a select number of survey respondents where further explorations about the practices of Appreciative Leadership and shared leadership were discussed. The study developed three empirical assertions about Appreciative Leadership in education based on an analysis of the data. First, Appreciative Leadership in education is a gendered practice that requires an exercise of power-with rather than power-over others. Second, Appreciative Leadership in education requires that leaders imagine and create opportunities and are adept at reframing issues in this way. Third, Appreciate Leadership in education requires a productive, creative engagement with conflict (as opposed to avoiding conflict entirely or trying to “placate” it through rationalistic conflict-resolution strategies). This research contributes to the emerging theory around Appreciative Leadership and specifically for educational contexts.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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41

Eberhard, Joseph P. "Multidimensional Leadership: Masculine and Feminine Leadership Approaches in Public Education". FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3392.

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With two-thirds of new leaders being women, it has become increasingly more clear that the face of our educational organizations is changing both symbolically and substantively. The demands placed on public education have also grown exponentially. If society demands that schools become better, then it is necessary to investigate the approaches that school leaders utilize in making decisions. The purpose of this research was to explore the different approaches that educational leaders implement during their decision-making processes. The present study asked 20 school leaders within Miami Dade County Public Schools to report and explain their personal approaches to leadership to determine if these individuals utilize the reporting categories of masculine, feminine, or multidimensional decision making. Following a four-round modified electronic Delphi technique, involving an open-ended questionnaire, a situation specific decision making survey, and two subsequent rounds of reflection, it was determined that the majority of school leaders use a multidimensional approach in making decisions; however, these individuals did not adhere strictly to any one of the specific reporting categories discussed. The study showed that the incorporation of several approaches contributed to the decision-making processes of educational leaders. Although contrary to relevant literature in the field, participants’ leadership approaches were not stringently tied to whether they happened to be male or female. The results of the current study suggest that research in sex-role orientations and gender studies, especially in the fields of organizational and educational leadership, may be evolving. The complex nature surrounding leadership in schools may imply that the infusion of a diverse or multidimensional approach to decision making is a necessary part of steering an organization towards a path that meets contemporary education demands. The environment particular to each school determines the leadership approach that is appropriate. Environmental variables may include the school’s history, the demographics of students and personnel, and details involving the type of organizational culture that has been fostered. Practical implications of the current study include exploring appropriate leadership and the role that multidimensional leadership approaches have in fulfilling the needs of specific schools. These leadership styles not only incorporate masculine and feminine leadership approaches, but also integrate approaches that can be considered androgynous and multidimensional.

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Hess, Clara E. "Trust in Leadership: The Role of Implicit Leadership Theory Congruence". NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-03252010-120318/.

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Research on trust has increased in recent years as has research on implicit leadership theory (ILT). However, there is a paucity of research on the relationship between ILT and trust in leadership. The purpose of this research was to investigate three antecedents of trust in leadership; ability, benevolence, and integrity. In addition, I explored how a) leader-follower ILT congruence and b) congruence between follower ILT and their perceptions of leadersâ ILT relevant behaviors relate to ability, benevolence, and integrity. Results are based on a sample of 308 temporary summer camp employees who completed the study questionnaires at two time points. Results indicated that ability, benevolence, and integrity were all related to trust in leadership. Leader-follower ILT congruence was related to ability and benevolence, but not integrity. Congruence between follower ILT and leadersâ ILT relevant behaviors was related to ability and integrity, but not benevolence. This study extended the previous work on trust and ILTs. Implications of the results and future research directions are discussed

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Zavakos, Andrea L. "Selecting Leadership: An Analysis of Predictors in Assessing Leadership Potential". [Yellow Springs, Ohio] : Antioch University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1165869756.

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Thesis (Ph.D.)--Antioch University, 2006.
Title from PDF t.p. (viewed April 10, 2007). Advisor: Jon F. Wergin . Keywords: leadership, multiple regression, assessment, Big Five Personality Model, Five Factor Personality Model, hospitals. Includes bibliographical references (p. 137-158 ).

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Mulligan, Deborah R. "Knowledge-sharing leadership sharing of knowledge in relation to leadership /". Full text available, 2001. http://images.lib.monash.edu.au/ts/theses/mulligan.pdf.

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Zavala, Norma. "Latino/as constructing educational leadership : cultivating the fields of leadership /". Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7926.

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Egan, Julia. "Exploring the relationship between leadership, leadership behaviours and organisational culture". Thesis, University of Dundee, 2010. https://discovery.dundee.ac.uk/en/studentTheses/688a2b1d-651b-4fff-931a-c7049b6f50c4.

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This thesis explores the theme of leadership in the NHS, specifically focusing on nursing. Leadership has become an important area in recent years, particularly in relatiion to improving efficiency, effectiveness and quality of services. As nurses provide 80% of care in the NHS, their role is pivotal in achieving any change. Despite the importance placed on leadership in the NHS, literature shows little is known about perceptions of leadership, how leaders function or what importance staff place on the culture and context in which they work. This study is based on the findings of 28 qualitative interviews with leaders in two health boards in Scotland. Through the presentation of informants' perceptions, beliefs and collective accounts, the study illustrates how staff view leadership in the NHS and provides some significant results. Firstly, it proposes that leadership is comprised of two elements; one relating to individuals and one relating to how individuals function in organisations. Secondly, it indicates three models of leadership are particularly relevant and how these differ according to role and hierarchy. Thirdly, it reveals leadership and management as disticnct components. In nursing a number of complexities make these roles challenging, and the culture and context of health borads influence how these fundtion in practice. Finally, this research concludes that staff value a clear set of characteristics, styles and behaviours not related to vision and change but which centre on character, values, integrity and engagement. The study has considerable impolication for emerging work on leadership in the NHS and for the future development of leadership roles in nursing.

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Böck, Valerie, e Marion Lange. "Leadership in Digitalisation : Employees' Perception of Effective Leadership in Digitalisation". Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-39532.

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It is widely recognised that digitalisation has a significant impact on the organisational environment, triggering challenges on all levels of organisations irrespective of the industry. Despite the fact that digitalisation also brings forth opportunities, ultimately, companies are required to transform their businesses to stay competitive. Although leadership plays a crucial role in this digital transformation process, there is only little research on the link between leadership theory and digitalisation as well as a lack of understanding of what effective leaders in the digital age should encompass. Hence, the purpose of this paper is to add to the discussion of effective leadership in the digital age by investigating employees’ perception of leadership. Therefore, we conduct a qualitative study with twelve semi-structured interviews. Following an abductive research approach, we interpret the empirical findings with the prior established theoretical framework and further literature to fulfil the purpose of research. The study reveals that effective leadership in digitalisation as perceived by employees consists of an interplay between seven leadership skills and respective leadership behaviours that are also partly reflected in specific leadership styles.

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Patten, Emily Vaterlaus. "The dietetics leadership identity project: leadership taxonomy in clinical dietetics". Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32555.

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Doctor of Philosophy
Hospitality Management and Dietetics
Kevin Sauer
There has been a historic and consistent call for Registered Dietitian Nutritionists (RDN) to develop and practice leadership skills regardless of roles and responsibilities. The majority of RDNs practice as clinicians in the health care environment, however, there is no clear description of what leadership entails in that setting. Very little published research exists regarding leadership in dietetics, and there are no known studies about clinical leadership in the profession. The purpose of this exploratory study was to develop an evidence and practice-based leadership behavior taxonomy for clinical RDNs. To do this, a comprehensive list of leadership behavior items was developed based on literature review and then validated by an expert panel of Clinical Nutrition Managers. A stratified random national sample of 4,700 clinical RDNs was invited to complete the survey instrument; participants rated the frequency of demonstrating each behavior item and the potential benefit to the patients or clients if they demonstrated it. Additional questions exploring clinical RDNs’ experiences and perspectives of clinical leadership and demographics were asked. There was a 14.6% response rate (N = 684). The frequency data were used to conduct exploratory (EFA) and confirmatory factor analyses. Five factors emerged from the EFA and a clinical leadership behavior taxonomy was developed based on those findings. Most clinical RDNs considered themselves clinical leaders (74.9%), felt that leadership was relevant to daily clinical nutrition practice (89.6%), and enjoyed their jobs more when practicing leadership at work (75.7%). One-way ANOVAs and independent t tests revealed no significant differences in composite mean leadership frequency scores across gender, level of education, years in practice, years in current position, type of current position, or having a specialty certification, however, there was a significant relationship between composite scores and levels of professional involvement Welch’s F (3, 674) = 13.79, p < .001. This research advances clinical dietetics practice by creating a common language to discuss leadership and its development and practice, the taxonomy should inform education standards, continuing education offerings, and employee development for clinical RDNs.

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Chader, Adnane. "Le leadership émotionnel : les compétences émotionnelles au service du leadership". Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30025.

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Abstract (sommario):

Bien que le facteur humain soit au cœur de l’avantage compétitif de l’organisation (Gond et Mignonac, 2002) et contrairement à la psychologie du travail, le domaine de la Gestion des Ressources Humaines a peu exploité la question des émotions au travail. En effet, les émotions restent un sujet relativement nouveau dans le corpus théorique de la GRH (Allouche, 2012). En même temps, de nombreux chercheurs, soulignent que le leadership constitue l’un des facteurs les plus importants de la performance, concerné par la gestion des émotions au travail. C’est la raison pour laquelle les organisations exigent, désormais, de leurs leaders, non seulement, des compétences techniques et cognitives (George et Brief, 1996) mais aussi des compétences émotionnelles (Mikolajczak et al., 2014 ; Kotsou, 2016). En ce sens, notre thèse de doctorat mobilise une diversité de cadres théoriques, afin d’explorer et de comprendre dans quelle mesure et de quelle manière les compétences émotionnelles des leaders influencent le leadership. Nos travaux se sont concrétisés par une étude empirique comprenant la réalisation de 60 entretiens semi-directifs auprès de dirigeants en « position de leadership », appartenant à des secteurs d’activités et à des niveaux hiérarchiques diversifiés. Concernant l’analyse des données, nous avons opté pour une analyse thématique automatisée à l’aide du logiciel NVivo 12 et avons également fait le choix de mobiliser la théorisation ancrée (Paillé, 1996). Nos entretiens nous ont permis de mettre en lumière la perception et les pratiques des leaders vis-à-vis de la mobilisation des compétences émotionnelles dans l’exercice de leur leadership. Les principaux apports de notre thèse résident, d’une part, en la mise en exergue, à travers nos résultats, d’une grille empirique structurant le processus d’influence des compétences émotionnelles sur les dimensions de l’efficacité du leadership. Et d’autre part, en la proposition d’une modélisation du leadership émotionnel, intégrant les compétences du leader émotionnel, ses principales caractéristiques, les déterminants du style émotionnel, les dimensions de son efficacité et enfin, les conditions de la mobilisation de ce style de leadership
Although the human factor is at the heart of the organization's competitive advantage (Gond and Mignonac, 2002) and unlike industrial psychology, the field of Human Resources Management has made little use of the issue of emotions at work. Indeed, emotions remain a relatively new subject in the theoretical corpus of HRM (Allouche, 2012). At the same time, many researchers point out that leadership is one of the most important factors in performance, which is concerned with the management of emotions at work. This is why organizations now require leaders not only technical and cognitive skills (George and Brief, 1996) but also emotional competencies (Mikolajczak et al., 2014; Kotsou, 2016). In this sense, our doctoral research mobilizes a diversity of theoretical frameworks to explore and understand the extent and manner in which leaders' emotional competencies influence leadership. Our research took the form of an empirical study involving 60 semi-directive interviews with executives in "leadership positions", belonging to diversified sectors of activity and hierarchical levels. Regarding data analysis, we opted for an automated thematic analysis using NVivo 12 software and also chose to mobilize anchored theorization (Paillé, 1996). Our interviews allowed us to highlight leaders' perceptions and practices regarding the mobilization of emotional competencies in the exercise of their leadership. Our research's main contributions are, on the one hand, the highlighting, through our results, of an empirical grid structuring the influence process of emotional competencies on dimensions of leadership effectiveness. On the other hand, in the proposal of a modeling of emotional leadership, integrating an emotional leader's competencies, his main characteristics, the determinants of emotional style, his effectiveness dimensions and finally, the conditions for mobilizing this leadership style

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Olsen, Lynn William. "Edge Leadership: Using Senior Leadership Perceptions to Explore Organizational Turnarounds". Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1284085292.

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