scholarly journals The impact of government integrity and culture on corporate leadership practices: Evidence from the field and the laboratory

2019 ◽  
Vol 30 (5) ◽  
pp. 101303
Author(s):  
Amon Chizema ◽  
Ganna Pogrebna
Keyword(s):  
Leadership Practices ◽  
Corporate Leadership ◽  
The Impact

THE IMPACT OF LEADERSHIP PRACTICES TO TEAM MEMBERS’ SATISFACTION

2009 ◽  
Vol 8 (1) ◽  
Author(s):  
Chalimah .
Keyword(s):  
Conflict Resolution ◽  
Leadership Practices ◽  
Hotel Industry ◽  
Leader Behavior ◽  
Team Leader ◽  
Shop Floor ◽  
Team Members ◽  
Top Executives ◽  
Wide Range ◽  
The Impact

eamwork is becoming increasingly important to wide range of operations. It applies to all levels of the company. It is just as important for top executives as it is to middle management, supervisors and shop floor workers. Poor teamwork at any level or between levels can seriously damage organizational effectiveness. The focus of this paper was therefore to examine whether leadership practices consist of team leader behavior, conflict resolution style and openness in communication significantly influenced the team member’s satisfaction in hotel industry. Result indicates that team leader behavior and the conflict resolution style significantly influenced team member satisfaction. It was surprising that openness in communication did not affect significantly to the team members’ satisfaction.

scholarly journals The Leadership’s Fairness and Social Skills − the Very Foundation of the Management and Functionality of an Entity

2019 ◽  
Vol 3 (3) ◽  
pp. 19-24
Author(s):  
Alexandru Trifu
Keyword(s):  
Social Skills ◽  
Theory Of The Firm ◽  
Corporate Leadership ◽  
Leadership Qualities ◽  
Business Environments ◽  
Modus Vivendi ◽  
Hr Managers ◽  
Or Organization ◽  
The Impact

This paper is dealing with a very sensitive aspect of today’s environment within an entity: the Leadership and the new challenges of the new trends, ideas, and realities regarding the human factor, both from both the viewpoint of the management and the employees. The aim of the research is to analyze the role of the Leadership within corporate activities, different from what is known today by the syntagma “politically correctness”. An analysis of the literature in this domain based upon empirical observations through our own practice experiences leads to the verdict that, in this case, the corporate Leadership must be fair, as balanced as possible, empathic and pursuing the main goal(s) of the entity or organization, i.e., using skills and abilities to capacitate all employees, regardless of their gender, religion, beliefs, looks to reach the goal(s) in the benefit of corporation/organization, but also in the benefit of the employees and the environment. The methodological tools of the study are analytical and comparative methods, methods of logical generalization and scientific abstraction. Based on the analysis, it was concluded that the new approaches in theory of the firm are based on the qualities of the CEOs, how must be the behavior of the leaders, the importance of X and Y Economic models and, even, the impact of social and psychological aspects on Economics. In fact, it’s about the humanization of the entire management and the well-functioning of the entity is necessary to be based on human factors, but in a such manner, by training, by motivation, in order to capacitate all staff, all employees, no matters differences, to obtain the goals established and to gain benefits both for employees, management and for the firm/corporation in its relationships with the internal environment, but also with the natural and business environments. The results obtained can be useful for the owners of the enterprise and HR managers in terms of understanding the importance of leadership qualities in the successful functioning of the company and the formation of an understanding of the advisability of attracting a leader to work in various positions within the organization. Keywords: leadership, entity, emotional intelligence, social skills, politically correctness, modus vivendi.

Gritty Leaders: The Impact of Grit on Positive Leadership Capacity

2018 ◽  
Vol 122 (4) ◽  
pp. 1449-1470 ◽  
Author(s):  
Sarah E. Schimschal ◽  
Tim Lomas
Keyword(s):  
Leadership Practices ◽  
Evidence Base ◽  
Leadership Capacity ◽  
Three Dimensions ◽  
Leadership Strategies ◽  
Self Assessment ◽  
Positive Leadership ◽  
Convenience Sampling ◽  
The Impact ◽  
The Relationship

The concepts of grit and positive leadership are central to extraordinary performance. However, to date there has been little empirical analysis of the relationship between a leader’s level of grit and their capacity to implement positive leadership strategies and practices. This correlational study explores these linkages, taking grit subfactors into consideration as well as three dimensions of positive leadership. Convenience sampling was used to survey 100 leaders across a range of industries. Respondents completed the Grit Scale and 18 questions from the Positive Leadership Practices Self-Assessment. Results indicated that grit positively correlated with positive leadership, and perseverance exhibited a stronger relationship than passion. Further, grit accounted for variance in positive leadership. These findings provide a solid evidence base for giving leaders access to development opportunities that can accelerate the growth of grit and positive leadership.

Leadership Practices and Managerial Accountability in Italy

2020 ◽  
Author(s):  
Angelo Paletta ◽  
Christopher Bezzina ◽  
Genc Alimehmeti
Keyword(s):  
School Improvement ◽  
Leadership Practices ◽  
School Principals ◽  
Theory And Practice ◽  
School Level ◽  
Management Approach ◽  
Policy Makers ◽  
Accountability Systems ◽  
The Impact ◽  
The Way

The changes that are affecting public education imply the need to incorporate into principal’s leadership practices two opposing forces: on the one hand, the accountability systems, which require responsibility for centrally managed achievement testing, compliance with standard procedures of self-evaluation, planning teaching improvement, and reporting of the results; and on the other hand, the expectations that come from within the school, namely those of teachers, students, families, and other stakeholders. This presents the challenge of coproducing authentic learning (problem solving, soft skills, civic knowledge, and citizenship) that is not easily measurable and therefore difficult to bring to light, rationalize, systematize, and report. Principals react differently to the demands of centralized policy-making initiatives. Some see them as opportunities for growth and only formally adopt them, whereas others entrench themselves into particular practices aimed at focusing on the immediate, on being conservative and minimizing risk taking and setting less ambitious goals that can take their schools forward. Managerial accountability can end up “colonizing” the organizations (and those who lead them), with the consequence that time and attention is devoted to what is being measured or observed by the central administrative systems. The “colonized” leaders develop or bend their managerial practices primarily in response to the expectations of accountability systems. On the opposite side, accountability systems can produce the effect of “decoupling”: the actual activities are separated from the rituals of accountability requested by the central or local government. In this case, school principals conform only formally to the demands of accountability systems. Other school leaders can capture opportunities from an accountability system, integrating it into a comprehensive management approach that balances opposing requests and organizational principles into a “systemic” model. Thus, the accountability practices in the field of education introduced in Italy can leave both a positive or negative impact on the way school principals lead their organizations. Studying the impact that the introduction of such policies can have on individuals as a result of the way leaders execute such directives are deemed important as they shed light on the link between policy and practice, and help us gain deeper insights into the so-called theory and practice divide. The move toward greater forms of accountability presents an ideal opportunity for policy makers and educational leaders working at different levels to appreciate the importance of systemic leadership and engage in a discourse that enlightens its value to school improvement initiatives. Rather than focusing on the self, on merely following directives and working independently, the school principal that is able to understand how things and people are connected and can come together to transform their schools can make a difference to school development and school improvement. Bringing policy makers and implementers together can help in understanding the realities faced by educators at the school level, the former often oblivious to the challenges educators face on a day-to-day basis.

scholarly journals Servant Leadership: A Phenomenological Study Of Practices, Experiences, Organizational Effectiveness, And Barriers

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Amy R. Savage-Austin ◽  
Andrew Honeycutt
Keyword(s):  
Servant Leadership ◽  
Leadership Practices ◽  
Phenomenological Study ◽  
Business Leaders ◽  
Organizational Leaders ◽  
Organizational Goals ◽  
Organizational Barriers ◽  
The Subject ◽  
Qualitative Responses ◽  
The Impact

<p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt; mso-pagination: none;"><span style="font-size: 10pt;"><span style="font-family: Times New Roman;">The subject of leadership is complex, and one of the main issues facing organizational leaders today is how to motivate employees to actively participate in the efforts that lead to accomplishing organizational goals. This study gathered lived experiences of 15 organizational leaders who practice the servant leadership philosophy, and explored how business leaders link their servant leadership practices to their organization&rsquo;s effectiveness. The qualitative responses obtained during this study indicated that the perceived organizational barriers that prevent the servant leadership practices are the organization&rsquo;s culture, the fear of change, and the lack of knowledge regarding the servant leadership philosophy. This study also gained insight into the impact that these organizational barriers have on one&rsquo;s ability to practice servant leadership.</span></span></p>

A dual and discontinuous professional identity: school principals in Spain

2019 ◽  
Vol 33 (5) ◽  
pp. 806-827 ◽  
Author(s):  
Maximiliano Jose Ritacco ◽  
Antonio Bolivar
Keyword(s):  
Professional Identity ◽  
Leadership Practices ◽  
School Principals ◽  
Teaching Staff ◽  
Narrative Approach ◽  
Content Type ◽  
Successful Leadership ◽  
School Principalship ◽  
Successful School ◽  
The Impact

Purpose The purpose of this paper is to propose an emerging approach in research on school leadership, within the framework of the “International Successful School Principalship Project (ISSPP)”, where one of the three key research strands is “Principals’ identities”. Design/methodology/approach The paper responds, from a biographical-narrative approach, to knowledge about the impact of the Spanish model of school management on the professional identity of school principals. It analyses the biographical interviews of 15 school principals, through a process of structuring and categorizing the data collected, applying content analysis. Findings The dimensions of the principals’ identities emerge in different categories: personal identity, professional identity (internal perspective), professional identity (external perspective), social identity, professionalization and dual identity. Research limitations/implications The authors studied identities in a project entitled “Successful school principals”, understanding that successful leadership practices largely depend on headteachers’ identities. That is, when the identities are weak and unstable, with a poor identification with the managerial tasks and functions, and not recognised by the teaching staff, the school will probably be unsuccessful. On the contrary, when there are headteachers with a strong professional identity, the authors want to show that there is a positive impact on improvement of results. In the future, in the development of the research project, the authors aim to verify the relationship between headteachers’ identities and educational improvement. Practical implications The knowledge gained in our study would enable us to reimagine lines in order to increase the professionalization and identities of headteachers, redesigning work contexts in ways which can strengthen fragile and unstable identities. Finally, the implications of the study in relation to future research can be summarised by the following ideas. Social implications Understanding the world of the lives (lebenswelt) of Spanish headteachers means adopting a hermeneutic approach, observing the self-interpretation comments expressed by the subjects, where the temporal and biographical dimensions occupy a key role. The authors understand professional identity as a socially constructed and personally created experience with its own meanings, feelings and intentions. Therefore, it is logical to use, for data collection, individual interviews which explore the school context and the impact which it has on those subjects who are part of the professional environment. In addition, the authors have the intention of following up the study of identities. Originality/value It formulates, first, the theoretical framework for the professional identity from a narrative approach, linked – at the same time – to the practice of leadership, as an interactive relationship with the other members of the school. Successful leadership practices depend to a large degree on strong principals’ identities. Finally, the results are discussed, and future lines are proposed to articulate and strengthen the identity of school principals in Spain.

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