Leadership Theories

SITUATIONAL AND INTERACTIONIST LEADERSHIP THEORIES

Millennials are currently taking over the global workforce. While practitioners and scholars have recognized their different work values from previous generations, research on this topic is still scarce. Furthermore, the current leadership theories have tended to focus mainly on the characteristics of leaders without adequately examining the leadership styles that work best for the millennials. Using a literature review from the top tier leadership journals, this paper aims to provide a more comprehensive framework to provide new directions for the development of leadership theory by understanding the millennials’ perspective on leadership. This study thus contributes to the current literatures by using five thematic leadership groups to develop the most optimum leadership style for leading the Millennials. The advantages and disadvantages of using neo-charismatics, leadership and information processing, social exchange/relational leadership, ethical/moral leadership, and e-leadership theories in leading millennials are assessed. Results show that no single leadership theory is adequate for leading the millennials optimally. Hence, mixing the dimensions of different leadership theory groups is suggested. As for the leadership theory aspects, it is recommended to scholars to consider developing more flexible leadership theory models that can accommodate different generational groups.

Leadership theories have underpinned significant leadership studies and practices which span decades. Despite the plethora of research on different leadership theories and styles, there is minimal research exploring the relationship between previous leadership theories and the ethical leadership style. Previous research has shown that the ethical leadership effect goes above and beyond other leadership styles and theories as the latter lack an exclusive ethical focus. Therefore, this paper aims to address the identified gap from a preliminary perspective of previous leadership theories as compared to the ethical leadership style. In addition, ethical leadership is the ‘only’ leadership style that is part of the King IV code and report on Corporate Governance in South Africa. The study is built on previous research conducted on leadership theories in relation to ethical leadership and corporate governance as per the King IV report. The method employed involved conducting a historical narrative review of research from more than 60 relevant sources obtained from different databases and search engines on this topic. The paper found that a relationship exists between historical and contemporary leadership theories, contemporary theories and ethical leadership style, and ethical leadership and corporate governance. Stemming from these results, a conceptual model of the relationship between leadership theories, ethical leadership style, and Ubuntu ethics is shown. It is hoped that different types of organizations in South Africa will benefit from this review paper since most need to comply with the King IV report and code. The focus should be on ethical leadership as it promotes better employee performance and positive organizational outcomes.

Leading by living – A personal journey towards values and goals-based leadership of self and others

We investigated the status of leadership theory integration by reviewing 14 years of published research (2000 through 2013) in 10 top journals (864 articles). The authors of these articles examined 49 leadership approaches/theories, and in 293 articles, 3 or more of these leadership approaches were included in their investigations. Focusing on these articles that reflected relatively extensive integration, we applied an inductive approach and used graphic network analysis as a guide for drawing conclusions about the status of leadership theory integration. All 293 articles included in the analysis identified 1 focal theory that was integrated with 2 or more supporting leadership theories. The 6 leadership approaches most often appearing as the focal theory were transformational leadership, charismatic leadership, strategic leadership, leadership and diversity, participative/shared leadership, and the trait approach to leadership. On the basis of inductive reflections on our analysis, we make two key observations. First, the 49 focal leadership theories qualify as middle-range theories that are ripe for integration. Second, drawing from social network theory, we introduce the term “ theoretical neighborhood” to describe the focal theoretical networks. Our graphical inductive analyses reveal potential connections among neighboring middle-range leadership theories that merit investigation and, hence, identify promising future directions for achieving greater theoretical integration. We provide an online supplement with 10 additional leadership theory graphs and analyses: leadership in teams and decision groups, ethical leadership, leader and follower cognitions, leadership emergence, leadership development, emotions and leadership, implicit leadership, leader-member exchange, authentic leadership, and identity and identification process theories of leadership.

The paper provides an overview of the theory of leadership which, within the organizational context, can contribute to the development of organizational creativity, as well as employee creativity . First, we observe the most dominant theories of creativity in the organizational context such as the componential theory of creativity and the theory of organizational creativity. Later we examine the theory of leadership within organizations that can increase and have a positive effect on creativity. Among the most important approaches to research of organizational behavior, and leadership theories, are the following : theories of personality traits, behavioral theory of leadership, situational leadership theory and new concepts of leadership. New concepts of leadership include charismatic leadership, transactional leadership theory and transformational leadership theory. According to the previous research, the latter, i.e. transformational leadership theory, has a large and significant impact on encouraging creativity within organizations.

Purpose This chapter describes a theory of intergroup leadership. Research on reducing prejudice and intergroup conflict identifies a number of conditions, such as empathy, shared goals, crossed categorization, recategorization, and intergroup contact, which can be beneficial. It also identifies social identity threat as a stumbling block – processes intended to reduce conflict often threaten people’s sense of having a unique and distinctive social identity and thus provoke a defensive reaction that sustains conflict. But social psychology says little about the role of group leadership in conflict resolution. Methodology/approach I summarize what we know from social psychology about conditions that attenuate intergroup conflict; then focus on social identity and influence processes to present a new theory of leadership across conflicting groups. Findings Prejudice and intergroup conflict reduction rests on effective messaging and influence, which is often a matter of intergroup leadership where a leader must bridge and integrate warring factions within a superordinate entity. The challenge of intergroup leadership is to construct an intergroup relational identity that focuses on collaboration and avoids identity threat. I describe a model of intergroup leadership and discuss strategies, such as identity rhetoric, boundary spanning and leadership coalition-building, that such leadership should adopt to effectively reconstruct social identity to reduce conflict and prejudice between groups. Originality/value This is a development and extension of a more narrowly focused theory of intergroup leadership in organizational contexts. It will be of value to social psychology, the behavioral and social sciences, and those seeking to reduce prejudice and intergroup conflict through leadership.

Path-goal theory of leadership: Lessons, legacy, and a reformulated theory

This article reports on a research project (the Educative Leadership Project) which brought together theorists and exemplary practitioners within a critically collaborative research framework to generate a "practical" theory of leadership in educational settings. A major assumption of the project directors was that theory about educational leadership could be derived from a combination of theoretical knowledge of specialist theorists and practical wisdom, derived, primarily, from the experience of exemplary practitioners. The research process of the project is described and analyzed. The research findings are presented in the form of a tentative theory of educative leadership. Some implications for practice are also highlighted

"Faith leadership as a critical dimension of the role of the Catholic secondary school principal within the Diocese of Lismore is the focus of this study. Set in the context of constant change; ecclesial, social, cultural and educational, this research seeks a more informed and sophisticated understanding of the phenomenon of faith leadership. This topic is problematic within the Diocese of Lismore, with the perception that there is little support for principals in policy or professional development. At the same time there are clear indications of a gap in the research regarding faith leadership especially from the perspective of principals. A comprehensive analysis of key literature in organisational leadership, faith in organisations, values in Christian based organisations and Catholic school leadership, reveals a number of key insights that inform this study. Here faith leadership is shown to be loosely defined with a clear distinction emerging between notions of spirituality and religion. The literature also points to the development of a values-centred congruence between organisational leadership theory and trends in the expression and management of faith and spirituality in the workplace. Thus the literature review establishes faith leadership as the personal and intrinsic motivation behind human action, expressed in human interaction and centred on core values. This finding raises questions regarding the exact nature of the values underpinning faith leadership and their source and expression in contemporary Catholic secondary schools. Based on these insights three research questions are used in this study: How do principals understand the challenge of faith leadership in Catholic secondary schools in the Diocese of Lismore? How do principals conceptualise faith leadership in Catholic secondary schools in the Diocese of Lismore? How do principals enact the faith leadership role in secondary schools in the Diocese of Lismore? This research study is informed by the theoretical framework of symbolic interactionism. As both a perspective and a method, symbolic interactionism is situated within a pragmatic constructivist paradigm of research. This study employed qualitative research methods, including focus group interviews, record analysis, two individual interviews and a research journal. The findings of this research study suggest that Catholic secondary school principals cannot articulate a common understanding of faith leadership and that they also make a clear distinction between personal spirituality and formal religious adherence in their conceptualisation of this facet of their leadership role. Principals also indicate that faith leadership is rendered more challenging by the reality of tensions surrounding the leadership models operating in Catholic secondary schools and differing perceptions of the role and purpose of these schools from the perspective of principals and the clergy. The data also suggest that little effort had been put into the development of a lay spirituality of faith leadership or into the professional support of principals. It is also apparent through this research study that Catholic secondary school principals, despite an absence of a clear policy or institutional definition of faith leadership, have conceptualised this dimension of their leadership role as gospel based meaning making involving an interrelated construct of ‘having’ (skills and knowledge) ‘doing’ (practical leadership action) and being (personal intrinsic motivation sourced in spiritual values). The utilisation of a discourse of personal spirituality and values, alongside a wider rejection of narrow understandings of Catholicity and Catholic school purpose, suggest that the principals involved in this study have redefined or reimagined (Mellor, 2005) what faith leadership means in contemporary Catholic schools. In addition, the absence of a definitive theological basis for this redefinition and calls for a specific understanding of faith leadership from a lay perspective, suggest that this process is ongoing and unfinished. Despite indications in the research data of tension in the leadership models evident in Catholic secondary schools and the impact of significant external and internal challenges to faith leadership and faith expression within the Diocese of Lismore, this research found principals were positive about this aspect of their role and determined to help the students, parents and staff in their school communities connect with the message of Jesus and the richness of the Catholic faith tradition."

Bu makale çalışmasının liderlik ve motivasyon teorileri çerçevesinde iki ana amacı bulunmaktadır. Birincisi, liderlik ve liderlik teorilerine yönelik kuramsal bir araştırma yapmaktır. Öncelikle liderlik kavramı tanımlanarak, başlıca liderlik teorileri incelenmiş ve liderliğin kurumlardaki önemine değinilmiştir. Özellikle liderlikte davranışsal yaklaşımlar ele alınmaya çalışmıştır. Bu amaçla, çalışmada yer alan liderlikte davranışçı yaklaşımlar tanımlanmış, yapılan literatür incelemesi ile incelenmiştir. Makale çalışmasının ikinci amacı ise, motivasyon ve motivasyon teorilerine yönelik kuramsal bir araştırma yapmaktır. Öncelikle motivasyon kavramı tanımlanarak, başlıca motivasyon teorileri incelenmiş ve motivasyonun kurumlardaki önemine değinilmiştir. Özellikle sağlık kurumları ve hastaneler açısından bir değerlendirme yapılarak, sağlık personelinin motivasyon düzeyinin önemi ele alınmaya çalışmıştır. Bu amaçla, çalışmada yer alan motivasyon kavramı ve motivasyon teorileri tanımlanmış, yapılan literatür incelemesi ile motivasyon kavramının diğer kavramlar ile olan ilişkileri incelenmiştir. Çalışmanın sonunda, sağlık kurumlarında görev yapan çalışanlar ile ilgili olarak motivasyonun önemi çerçevesinde değerlendirmeler yapılmıştır. This record was migrated from the OpenDepot repository service in June, 2017 before shutting down.

This chapter offers an overview of pertinent leadership and motivational theories and how they relate to social work. For social work organizations, effective leadership is essential, and managers who have a solid theoretical foundation in motivation and leadership are more likely to achieve positive outcomes. Before diving into an in-depth analysis of each motivational theory, the chapter looks at the evolution and history of these theories. The most well-known motivational theories of leadership, including the Trait Theory of Leadership, Contingency Theory of Leadership, Need for Achievement Theory, Expectancy Theory, Transformational Leadership Theory, Situational Leadership Model, Emotional Intelligence and Leadership Theory, Positive Psychology and Resilience in Leadership Theory, Path-Goal Theory, Authentic Leadership Theory, and Self-Determination Theory are explored in detail.

یکی از وظایف مدیران و رهبران در هر سازمانی ‌این است که با حفظ و ارتقای سطح خود کارآمدی و اعتمادبه‌نفس کارکنان، حیات سازمانی خود را استمرار بخشند. ‌این مهم زمانی امکان‌پذیر خواهد بود که آن‌ها از عوامل اثرگذار و نیز عوامل تضعیف‌کنندۀ آن مطلع باشند. یکی از مهم‌ترین این عوامل، رهبری اخلاقی است که مورد توجه اندیشمندان عرصۀ مدیریت و سازمان قرارگرفته است. در سازمان‌های آموزشی از جمله دانشگاه‌ها، رهبری اخلاقی و توجه به معنویت تأثیرات بسیاری بر نگرش و ادراک اعضای سازمان و ‌ایجاد و حفظ اعتمادبه‌نفس و خودکارآمدی کارکنان دارد. هدف مطالعۀ حاضر نیز بررسی نقش واسط معنویت سازمانی در رابطۀ بین رهبری اخلاقی و خودکارآمدی کارکنان دانشگاه فردوسی مشهد است. روش پژوهش ماهیتی پیمایشی- کاربردی دارد و جهت جمع‌آوری داده‌ها از پرس‌شنامه استفاده شد و فرضیه‌ها با بهره‌گیری از روش مدل‌سازی معادلات ساختاری مورد آزمون قرار گرفت. نتایج پژوهش نشان می‌دهد، بزرگ‌ترین ضریب هم‌بستگی مربوط به رابطۀ بین خودکارآمدی و معنویت سازمانی (594/0) و کوچک‌ترین ضریب مربوط به رابطۀ رهبری اخلاقی و معنویت سازمانی (546/0) است. همچنین، قوی‌ترین ضریب اثر مربوط به ضریب اثر رهبری اخلاقی و معنویت سازمانی (67/0) و ضعیف‌ترین ضریب به ضریب اثر رهبری اخلاقی بر خودکارآمدی (31/0) مربوط می‌شود که البته معنادار است. با توجه به تأیید اثر رهبری اخلاق‌مدار بر معنویت سازمانی و همچنین، اثر معنویت سازمانی بر خودکارآمدی می‌توان گفت معنویت سازمانی رابطۀ بین رهبری اخلاق‌مدار و خودکارآمدی (اثر غیرمستقیم 355/0) را میانجی‌گری می‌کند.

This study attempts to explain how leadership behavior can advance follower organizational citizenship behavior (OCB). Several hypotheses were developed and tested, aiming to examine the potential mediators and moderators that could explain and influence the link between leadership behavior and OCB. This study was conducted among 711 full-time employees working in the top 45 high-performing companies listed on the Indonesian Stock Exchange (IDX). Of the various theories of leadership, transformational leadership and servant leadership were this study’s interest. Therefore two conceptual models (i.e., the Transformational Leadership-OCB Model and Servant Leadership-OCB Model) were examined to investigate the relationship. One hundred and twenty-three leader-follower dyads participated in the surveys. In the first model, the relationship between transformational leadership and OCB mediated by paternalism was examined. In addition, in-group and institutional collectivism orientations were hypothesized to moderate the relationship between transformational leadership and paternalism. Results suggested that transformational leadership influenced OCB through paternalism, and that collectivism orientations moderated the link between transformational leadership and paternalism. The second model hypothesized and examined the relationship between servant leadership and OCB directed toward the individual (OCBI) and the organization (OCBO) as mediated by climate regarding ethics, and moderated by cultural orientations. Results of tested structural models suggested that climate regarding ethics mediated the influence that servant leaders have on followers’ OCBI and OCBO. This study also revealed that the effects of servant leadership on OCBI and OCBO were moderated by power distance orientation. Additional contextual data and descriptive analyses were also presented. In-depth interviews with fifteen executives revealed expected behavior of highly effective leaders. Inspirational, visionary, performance orientation, people orientation, role modeling, and personal integrity were key features of effective leadership in the context of Indonesia. In addition, drawing on sample of 450 full-time subordinates who participated in the self-reported surveys, data implied that (a) transformational and servant leadership might be generalizable to the context, and (b) variations on cultural orientations existed among surveyed organizations. In summary, this study addressed the gaps in the leadership and OCB literatures by revealing additional mediational mechanisms that would link transformational leadership and OCB as well as servant leadership and OCB. This study has joined earlier studies in recognizing that the relationship between leadership behavior and follower OCB could be indirect. It also has advanced the examination of transformational leadership and servant leadership theories to broader contexts, as recommended by the literature. The theoretical and managerial implications of the study findings for research on leadership and OCB domain, and future research directions are discussed in the general discussion chapter.

This study is about adolescent leadership. The secondary school in which this study took place has as its motto Learning to Lead. To assist in this task of ‘Learning to Lead’, the author of this research designed and implemented a one semester-long leadership course for the school’s Year 10 cohort. The aim of this study is to examine the leadership understandings of adolescent boys (aged about 15 years) who attended this secondary school course on leadership. In doing so, this study also aims to provide an evaluation of this leadership course. The study specifically addresses two characteristics of boys, first their perception of their competency of their leadership behaviour (the praxis application of leadership), and second, their cognition and knowledge of leadership addressed in the leadership course. Two theoretical frameworks are applied here. First, a modified version of Bass and Avolio’s (2000) Multifactor Leadership Questionnaire (MLQ), was adapted to explore the boys’ levels of perception of their leadership behaviour. Second, Anderson and Krathwohl’s (2001) framework for Learning, Teaching and Assessing, was used to explore the boys’ cognition and knowledge about leadership. Of a population of 158 adolescent Year 10 boys aged about 15 years, 26 boys attended this one semester course on leadership. The two instruments identified were administered to all boys as pretest and posttest instruments over one semester. Leadership behaviour was explored using the modified MLQ. Next, an essay was written by the boys to explore their leadership cognition and knowledge. A paired-samples t-test was conducted to evaluate the impact of the intervention on students’ scores on their behaviour, cognition and knowledge about leadership. The data revealed that the leadership course enhanced the leadership students’ leadership behaviour, cognition and knowledge. First, students developed a perception of their own leadership behaviour, and second, students demonstrated a higher level of thinking of cognition and knowledge of leadership. In practical terms, these findings provide evidence to justify the implementation of the leadership course in teaching the subject of leadership to adolescent boys. The data will be useful to provide guidance for any future modification to a leadership syllabus and evaluation of the Adolescent Leadership Curriculum they studied.