Change Leader Behavior Inventory

2016 ◽  
Vol 52 (4) ◽  
pp. 373-395 ◽  
Author(s):  
Rebecca A. Stilwell ◽  
William A. Pasmore ◽  
DaHee Shon
Keyword(s):  
Leadership Behaviors ◽  
Leader Behavior ◽  
Change Leadership ◽  
Formal Training ◽  
Change Leader ◽  
Measure Change ◽  
Change Leadership Behaviors

While the pace and complexity of change is increasing, the rate of failed change attempts continues to be unacceptably high. Leaders at every level play a central role in change, yet few receive formal training on how to lead change and to date, a validated assessment to provide feedback on their performance has been lacking. The current study is intended to help close this gap. This article describes an effort to develop and validate an instrument to measure change leadership behaviors, the Change Leader Behavior Inventory.

scholarly journals The relationship between primary and middle school principals’ change leadership behaviors and teachers’ organizational commitmentİlkokul ve ortaokul müdürlerinin değişim liderliği davranışları ile öğretmenlerin örgütsel bağlılıkları arasındaki ilişki

2016 ◽  
Vol 13 (1) ◽  
pp. 621
Author(s):  
Demet Çetin Çağrıcı ◽  
Ahmet Cezmi Savaş
Keyword(s):  
Middle School ◽  
Regression Analysis ◽  
Organizational Commitment ◽  
Middle School Principals ◽  
School Principals ◽  
Leadership Behaviors ◽  
Change Leadership ◽  
Moderate Level ◽  
Teachers Perceptions ◽  
Change Leadership Behaviors

<p>The purpose of the current study is to determine whether primary and middle school teachers’ perceptions of school principals’ change leadership behaviors are correlated with their organizational commitment. The sample of the study was comprised of 252 teachers working at 56 primary and middle schools in Birecik district of Şanlıurfa province. To collect data, “Change Leadership Scale” and “Organizational Commitment Scale” were used. Research data were analyzed using means, standard deviations, correlation analysis and regression analysis. It was concluded that school principals exhibited change leadership behaviors at moderate level (partly agree), and teachers’ organizational commitment perceptions were at moderate level (partly agree) as well. Regression analysis indicated that school principals’ change leadership behaviors were significant and positive predictors of teachers’ organizational commitment. Based on the findings of the research, it can be recommended that school principals must display democratic management, involve teachers in the decisions made regarding change and provide them with required environment and conditions for their professional development in order to enhance teachers’ organizational commitment.</p><p> </p><p><strong>Özet</strong></p><p>Bu araştırmanın amacı ilkokul ve ortaokullarda görev yapan öğretmenlerin, okul müdürlerinin değişim liderliği davranışlarına ilişkin algılarının, örgütsel bağlılıklarıyla ilişkisi olup olmadığını belirlemektir. Bu araştırmanın örneklemini, Şanlıurfa İli Birecik İlçesi’ ndeki 56 ilköğretim okulunda görev yapan 252 öğretmen oluşturmuştur. Araştırmada veri toplamak amacıyla “Değişim Liderliği Ölçeği” ve “Örgütsel Bağlılık Ölçeği” kullanılmıştır. Araştırma verileri ortalama, standart sapma, korelasyon analizi, regresyon analizi ile çözümlenmiştir. Sonuç olarak; okul müdürlerinin değişim liderliği davranışlarını orta (kısmen katılıyorum düzeyinde) düzeyde sergiledikleri, öğretmenlerin örgütsel bağlılıkları ise orta (katılıyorum düzeyinde) düzeyde olduğu tespit edilmiştir. Regresyon analizleri sonucunda okul müdürlerinin değişim liderliği davranışlarının öğretmenlerin örgütsel bağlılığını anlamlı ve pozitif olarak yordadığı görülmüştür. Araştırma bulgularına dayalı olarak öğretmenlerin örgütsel bağlılıklarını arttırmak için okul yöneticilerinin demokratik bir yönetim sergilemeleri, değişim ile ilgili alınan kararlarda öğretmenlerin katılımlarının sağlanması ve mesleki gelişmelerini sağlamak ve sürdürmek için öğretmenlere gerekli ortam ve olanakların sağlanması önerilebilir.</p>

scholarly journals The effect of change leadership on employee attitudinal support for planned organizational change

2021 ◽  
Vol 34 (2) ◽  
pp. 403-415
Author(s):  
Gechinti Bede Onyeneke ◽  
Tomokazu Abe
Keyword(s):  
Organizational Change ◽  
Behavioral Intentions ◽  
Cognitive Appraisal ◽  
Leadership Behaviors ◽  
Change Leadership ◽  
Planned Change ◽  
Equation Modeling ◽  
Content Type ◽  
Change Leadership Behaviors ◽  
Change Efforts

Purpose The purpose of this paper is to examine how change leadership activities help bring about employee support for planned organizational change.Design/methodology/approachUsing a non-experimental quantitative research design, and a self-administered Likert-type questionnaire survey, the study sourced data from employees in an organization undergoing significant change. Data analysis was by structural equation modeling (SEM).FindingsChange leadership behaviors bearing on; visioning, communication, participation, support and concern for change participants' interests were found to be of significant importance in ensuring employee buy-in and support for planned change efforts. Although change leadership had no direct effect on employees' behavioral intentions to support change, it was strongly related to employee cognitive appraisal of change. The relationship between change leadership and employee behavioral intentions to support planned change was serially mediated by employee cognitive appraisal and emotional response toward the planned change event.Practical implicationsIn appraising planned organizational change efforts, managers tend to focus on employee behaviors toward the change instead of conditions that drive such behaviors. This study underscores the need to focus on employee attitudes as precursors to desired behavior toward change.Originality/valuePrior research suggests that change leadership behaviors affect employee attitudinal reactions to change but yet lacked empirical validation. By applying a multidimensional approach to attitude and investigating its hierarchy of effects, this study enhanced our accuracy in explaining the influence change leadership has on employee attitudinal support for change.

Study of Nigerian employees shows effect of change leadership on attitudinal support for changes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David Smith
Keyword(s):  
Cognitive Appraisal ◽  
Leadership Behaviors ◽  
Critical Role ◽  
Employee Attitudes ◽  
Change Leadership ◽  
Planned Change ◽  
Ministry Of Education ◽  
Content Type ◽  
Employee Support ◽  
Change Leadership Behaviors

Purpose The purpose of the research was to examine how change leadership activities could help bring about employee support for planned organizational change. Design/methodology/approach The authors tested their theories on employees at Nigeria’s Federal Ministry of Education (FME), which was undergoing major reforms. The “Ministerial Strategic Plan” was to be implemented over four years from 2018 to 2022. Data came from employees at FME headquarters. Of the 212 respondents to a questionnaire, 58% were females, 85% were principal staff, while 15% were support staff. Findings Analysis showed that of the three hypothesized direct effects from change leadership, only the path from change leadership behaviors to cognitive appraisal (H1a) was statistically significant. The paths from change leadership to emotional response (H1b) and change leadership to intentions to support change (H1c) were not statistically significant. Meanwhile, hypothesis 2, which stated "employee cognition and emotion toward a change serially mediates the relationship between change leadership and employee behavioral intentions toward a planned change" was fully supported. Originality/value Previous studies had suggested an effect from change leadership behaviors, but there was a lack of the types of empirical evidence gathered in Nigeria. The results could also help managers to plan for changes by revealing the critical role of employees’ cognitive appraisal of the proposals. Change agents should focus on employee attitudes to changes as precursors to desired positive behavior.

scholarly journals Secondary School Science Department Chairs Leading Successful Change

2015 ◽  
Vol 10 (6) ◽  
Author(s):  
Julie Ann Gaubatz ◽  
David C Ensminger
Keyword(s):  
Secondary School ◽  
Organizational Development ◽  
Change Process ◽  
Department Chair ◽  
Leadership Behaviors ◽  
School Science ◽  
Change Leadership ◽  
Change Models ◽  
Education Leaders ◽  
Development Literature

A foundational understanding within education leadership literature is that education leaders are expected to guide reform efforts within school systems (e.g., Darling-Hammond, 2001; Evans, 1996; Fullan, 2001). This expectation mirrors organizational development literature that describes leaders as individuals who constructively institute change within their organizations (e.g., Northouse, 2004; Havelock & Zlotolow, 1995; Yukl & Lepsinger, 2005). Although leadership and change are portrayed as codependent and recursive phenomena within both educational and organizational development literature, no scholarship has linked change models with leadership theories (Herold, Fedor, Caldwell, & Liu, 2008). This article describes a multiple case study that explored the relationship between leadership behaviors and the change process through secondary school department chair stories of change. From the analysis of these stories of successful and unsuccessful change attempts, a clearer picture emerged that illustrates how leaders with little control over decisions implement change. Findings included distinct connections between CREATER change process stages (Havelock & Zlotolow, 1995) and specific leadership behaviors related to the Leadership Grid (Blake & McCanse, 1991; Yukl, Gordon, and Tabers, 2002), as well as change-leadership patterns that differentiate successful and unsuccessful change. Based on these findings, suggestions as to how education leaders should approach change attempts within their schools are discussed.

You as a Change Leader

2021 ◽  
pp. 59-73
Author(s):  
Thomas Packard
Keyword(s):  
Organizational Change ◽  
Personal Development ◽  
Leadership Competencies ◽  
High Energy ◽  
Change Leadership ◽  
Self Awareness ◽  
Achievement Orientation ◽  
High Energy Level ◽  
Self Confidence ◽  
Change Leader

The executive or other member of the organization who is in charge of the change initiative will need to engage in self-assessment to identify the need for personal development of any change leadership competencies and skills and then implement a plan for leader for development. Traits including a high energy level, emotional maturity, personal integrity, self-confidence, and an achievement orientation are valuable assets. Task, relationship, and change behaviors and the use of influence tactics are all essential. A change leader must develop self-awareness, including the understanding of one’s basic philosophies and preferences as well as strengths and areas to develop. Ethics issues are relevant in organizational change leadership. All of these dynamics of change leadership will affect how a change leader will design and implement an organizational change intervention.

Explaining the Interaction Between Leader Ambidextrous Behavior, Employee Ambidexterity, and Organizational Ambidexterity

2020 ◽  
pp. 251-281
Author(s):  
Melis Attar ◽  
Serap Kalfaoğlu
Keyword(s):  
Quantitative Research ◽  
Leadership Behaviors ◽  
Leader Behavior ◽  
Leadership Theory ◽  
Organizational Ambidexterity ◽  
Individual Employee ◽  
Research Designs ◽  
Exploitation And Exploration ◽  
Task Oriented ◽  
Ambidextrous Leadership

The aim of the study is to examine the relationships between ambidextrous leadership behaviors (i.e., task-oriented, relation-oriented, change-oriented, and external) in the context of leader behavior level and employee ambidextrous performance (i.e., exploitation and exploration) in the context of individual employee level by suggesting that the interaction of these two may result in organizational ambidexterity. This study aims to contribute to the immature ambidexterity literature by developing some propositions based on the previous ambidexterity researches related to ambidexterity of leaders, employees, and entire organizations. Taking into account ambidextrous leadership theory, it is proposed that while the leaders' task-oriented and relation-oriented behaviors are positively related to the employees' exploitation behaviors, the leaders' change-oriented and external behaviors are positively related to the employees' exploration behaviors. It is recommended for further studies to investigate the possible propositions with quantitative research designs.

Leadership [Is] Organizational Citizenship Behavior: Review of a Self-Evident Link

2017 ◽  
Author(s):  
Ronald F. Piccolo ◽  
Claudia Buengeler ◽  
Timothy A. Judge
Keyword(s):  
Transformational Leadership ◽  
Transactional Leadership ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Leadership Behaviors ◽  
Empirical Relationship ◽  
Leader Behavior ◽  
Citizenship Behavior ◽  
Role Behavior ◽  
Conceptual Core

In this chapter, we focus on the theoretical and empirical relationship between leadership and organizational citizenship behavior (OCB), arguing that leadership, at its conceptual core, is extra-role behavior (i.e., leadership [is] OCB). Updating and extending Organ, Podsakoff, and MacKenzie’s (2006) chapter, we review both traditional (e.g., transformational leadership, transactional leadership, initiating structure, and consideration behaviors) and contemporary models of leader behavior (e.g., ethical, authentic, and servant leadership behaviors). In doing so, we report meta-analytic results comparing leadership models and the activities that underlie those models. We close by discussing three potential avenues for continued research in this domain.

Change Leader Behavior Inventory

2016 ◽  
Author(s):  
Rebecca A. Stilwell ◽  
William A. Pasmore ◽  
DaHee Shon
Keyword(s):  
Leader Behavior ◽  
Change Leader

scholarly journals Dominant Leadership of School Principals in the Implementation of Curriculum 2013 in Religious Based School Indonesia

2018 ◽  
Vol 2 (4) ◽  
pp. 47-51
Author(s):  
Juharyanto Juharyanto ◽  
Imron Arifin ◽  
Ibrahim Bafadal ◽  
Ahmad Yusuf Sobri ◽  
Ahmad Nurabadi
Keyword(s):  
Research Design ◽  
Effective Leadership ◽  
Leadership Behaviors ◽  
Leadership Behavior ◽  
Change Leadership ◽  
Local Context ◽  
Analysis Method ◽  
Qualitative Research Design ◽  
Research Findings ◽  
Constant Comparative Analysis

This study aims to describe: 1) problems faced by principals in implementing their leadership; 2) the role played by the principal in implementing effective leadership, and 3) the dominant leadership behavior of principals in implementing the curriculum 2013 effectively in religious-based schools. This study was designed using a multisite research design to find out and explain in detail about effective leadership in the implementation of the curriculum.2013 This study uses a qualitative research design with a constant comparative analysis method. Research findings include: 1) religious-based schools have relatively similar problems in the implementation of the 2013 curriculum; 2) Principals play a religious-based leadership in a local context; 3) Effective leadership behaviors in the implementation of the curriculum 2013 include: change leadership, spiritual, instructional, and entrepreneurs.

Building an implicit change leadership theory

2017 ◽  
Vol 38 (6) ◽  
pp. 834-848 ◽  
Author(s):  
Jowett F. Magsaysay ◽  
Ma. Regina M. Hechanova
Keyword(s):  
Leadership Development ◽  
Data Gathering ◽  
The Philippines ◽  
Change Leadership ◽  
Leadership Theory ◽  
Perceived Effectiveness ◽  
Cross Sectional ◽  
Content Type ◽  
Causal Explanations ◽  
Change Leader

Purpose The purpose of this paper is to propose a model for implicit change leadership theory (ICLT) and to explore its relationship with perceived effectiveness of change management (CM). Design/methodology/approach The study employed a mixed-methods design. It used a qualitative approach to identify schemas on the traits and behaviors of an ideal leader and schemas on what constitute effective CM. A quantitative approach was followed to test the conceptual model. Findings The study suggests five competencies of ideal change leaders: strategic and technical competencies, execution competencies, social competencies, character, and resilience. Together, these five competencies comprise an ICLT. Moreover, schema congruence correlates with perceived effectiveness of CM. The closer the congruence between subordinates’ ideal change leader and their actual change leader, the greater the perceived effectiveness of CM. Research limitations/implications The study was limited to employees in the Philippines. It is thus suggested that data gathering in other populations be conducted to allow for generalizability of results. The research was cross-sectional in design, that limits causal explanations. Longitudinal studies examining perceptions and attitudes during and after the implementation of change could provide more robust evidence of the relationships between schemas and perceptions of change. Practical implications The results suggest that to increase the chances of success of their change initiatives, organizations could consider leadership development interventions that could enhance the competencies of their leaders in the implicit change leadership constructs. Organizations also need to consider employee schemas of effective CM when implementing change. Originality/value The main contribution of this paper is to expand implicit leadership theory by applying it to a specific leadership context, that of organizational change, and to derive an ICLT.

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