scholarly journals Hvorfor er effektiv ledelse så sjelden?

2020 ◽  
pp. 279-301
Author(s):  
Helene Tronstad Moe
Keyword(s):  
Group Dynamics ◽  
Effective Leadership ◽  
Leadership Effectiveness ◽  
Self Regulation ◽  
Real Life ◽  
High Ranking ◽  
Leaders And Followers ◽  
Poor Group ◽  
Organizational Ineffectiveness ◽  
Hormone Analysis

Leaders do not always lead effectively. Barriers to effective leadership exist both within organizations and within every human being. Barriers to effective leadership may cause organizations to select the wrong people for high-ranking positions, and may be an important reason for organizational ineffectiveness, poor group dynamics and lack of self-regulation. One plausible explanation for the existence of such barriers is fluctuations in hormone levels among leaders and followers, a hypothesis that needs further study. Levels of testosterone, cortisol, adrenaline and oxytocin are of interest, and longitudinal studies correlating hormone data with measures of leadership effectiveness are one way of establishing why leaders do not more often utilize effective leadership techniques. Hormone analysis technology has advanced tremendously in recent years, and low-barrier testing may be conducted for some of these hormones by extracting saliva samples in near real-life scenarios.

Making Shift Happen

2021 ◽  
Author(s):  
Margareth Wit
Keyword(s):  
Group Dynamics ◽  
Effective Leadership ◽  
Leadership Effectiveness ◽  
Evidence Based ◽  
Organizational Improvement ◽  
The Road ◽  
Human Interactions ◽  
Future Developments ◽  
The Usa ◽  
The Uk

Leadership is learnable. Furthermore, future developments within our organizations will be strongly influenced by our leadership effectiveness. In ten steps Margareth de Wit describes how, as a leader, you can train yourself to achieve desired transitions within your organization. Educated at INSEAD and Wharton, Margareth de Wit has a long and rich experience working at the top of international companies in the USA, India, the UK, and Africa, providing intensive leadership sessions to CEOs, commissioners, managers, and directors. Margareth de Wit has inspired hundreds of professionals within the education sector to see themselves as playing the central role in providing better education through intelligent collaboration in self-managing school teams. Her experiences show that systematic attention to leadership and group dynamics creates organizations that are both successful and future-proof. Providing striking examples from her broad practice and experience, historical comparisons, human interactions, analytical schemes, and evidence-based methods, de Wit paints a picture of the road that leads to effective leadership. While this transition is never finished, it is nevertheless one that always leads to both personal and organizational improvement.

A Meta Analytic Review of the Relationship between Emotional Intelligence and Leadership Effectiveness

2019 ◽  
Vol 118 (9) ◽  
pp. 118-126
Author(s):  
Augusty P. A ◽  
Jain Mathew
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Direct Relationship ◽  
Effective Leadership ◽  
Leadership Effectiveness ◽  
Meta Analysis ◽  
Correlation Coefficients ◽  
Review Of Literature ◽  
Analytic Review ◽  
The Relationship

The study evaluates the relationship between Emotional Intelligence and Leadership Effectiveness through a Systematic Review of Literature. The relationship has been evaluated in two steps. First, a Systematic review of literature was done to provide a theoretical framework to link the dimensions of Emotional Intelligence to the elements of effective leadership. Meta-analysis was then used to consolidate empirical evidence of the relationship. The studies for the meta-analysis were sourced from Pro Quest and EBSCO and the correlation coefficients of the studies were analysed. Only articles that presented the direct relationship between the variables were included in the study. The results of the analysis revealed a strong, statistically significant relationship between emotional intelligence and effective leadership. The findings of the study provide evidence for the proposition that Emotional Intelligence and Leadership Effectiveness are interrelated.

Using metavisualization to revise an explanatory model regarding a chemical reaction between ions

2021 ◽  
Author(s):  
Solange Wagner Locatelli ◽  
Bette Davidowitz
Keyword(s):  
Undergraduate Students ◽  
Chemical Reaction ◽  
Chemistry Education ◽  
Self Regulation ◽  
Real Life ◽  
Explanatory Models ◽  
Explanatory Model ◽  
Future Application ◽  
Correct Figure ◽  
Real Life Situation

The objective of this work was to evaluate the implementation of a metavisual strategy for students to revise and self-regulate concepts arising in a study of a chemical reaction between ions. For this purpose, two chemistry education undergraduate students at a Brazilian public university carried out an investigative activity, involving metavisual steps, to revise explanatory models at the submicro level. Students were given a problem, namely a reaction between ions drawn from a real-life situation and were provided with clay to construct an explanatory model of the submicro level for the initial and final stages of the reaction. The students were asked to compare their clay model with an example of a scientifically correct figure of the submicro level of the reaction generated by the researchers. At this stage students were given the option to reconstruct their model. Data were captured via photographs of the clay models and students’ verbal discussions as they proceeded through the activity. The findings reveal evidence of self-regulation of mental models at the submicro level, from the interaction of prior knowledge, chemical diagrams and discussions and reflections by the pair of students. Difficulties regarding chemical formulae were also observed in relation to the symbolic level. Finally, there are implications for teaching chemistry, since teachers in training need to experience metavisual strategies for future application in their classrooms.

scholarly journals What’s so great about self-control? Examining the importance of effortful self-control and temptation in predicting real-life depletion and goal attainment

2017 ◽  
Author(s):  
Marina Milyavskaya ◽  
Michael Inzlicht
Keyword(s):  
Data Collection ◽  
Goal Attainment ◽  
Self Regulation ◽  
Real Life ◽  
Experience Sampling ◽  
Daily Diary ◽  
Self Control ◽  
Personal Goal ◽  
Prospective Data ◽  
Bayesian Analyses

Self-control is typically viewed as a key ingredient responsible for effective self-regulation and personal goal attainment. This study used experience sampling, daily diary and prospective data collection to investigate the immediate and semester-long consequences of effortful self-control and temptations on depletion and goal-attainment. Results showed that goal attainment was influenced by experiences of temptations rather than by actively resisting or controlling those temptations. This study also found that simply experiencing temptations led people to feel depleted. Depletion in turn mediated the link between temptations and goal attainment, such that people who experienced increased temptations felt more depleted and thus less likely to achieve their goals. Critically, results of Bayesian analyses strongly indicate that effortful self-control was consistently unrelated to goal attainment throughout all analyses.

scholarly journals Multiple Means of Engagement Strategies for Maximising the Learning of Mathematics in Pandemic-regulated Classrooms

2021 ◽  
Vol 20 (8) ◽  
pp. 68-90
Author(s):  
Matshidiso M Moleko
Keyword(s):  
Mathematics Teachers ◽  
Universal Design For Learning ◽  
Mathematics Learning ◽  
Self Regulation ◽  
Corrective Feedback ◽  
Real Life ◽  
Disadvantaged Area ◽  
Engagement Strategies ◽  
Design For Learning ◽  
Varying Demand

Many learners find mathematics learning challenging. In response to that actuality, this paper highlights mathematics teachers’ experiences of, and insights into how they adopted and implemented the principle of “Multiple Means of Engagement” (MME) to maximise learning in pandemic-regulated classrooms (in the context of the study, characterised by alternative weeks of attendance, social distancing and wearing of masks). The MME principle is one of the three universal design for learning (UDL) key principles, which guides on how diverse groups of learners can be effectively catered for. The empirical processes, premised on a phenomenological case study, commenced with focus group discussions with 8 high school mathematics teachers from a previously disadvantaged area, who have prior-training in MME. A free attitude interview (FAI) technique was used, to afford the teachers the opportunity to share their insights into the application of MME in their pandemic-regulated classrooms. The content analysis of the teachers’ reflections revealed the following aspects: clear instructions, step-by-step guides, checklists to enhance self-regulation, varying demand and resources to meet challenges, fostering collaboration, providing corrective feedback to sustain effort and persistence, addressing mathematical vocabulary and using real-life situations to recruit interest. These strategies were found not only essential in maximising learning in mathematics under normal circumstances, but also indispensable during the prevailing conditions of the pandemic. The findings therefore suggest MME as a suitable mathematical approach during this Covid19 period.

The self-regulation of prejudice: Toward understanding its lived character

2010 ◽  
Vol 13 (2) ◽  
pp. 183-200 ◽  
Author(s):  
Margo J. Monteith ◽  
Aimee Y. Mark ◽  
Leslie Ashburn-Nardo
Keyword(s):  
Content Analysis ◽  
Self Regulation ◽  
Real Life ◽  
Phenomenological Approach ◽  
The Self ◽  
Laboratory Studies ◽  
Internal Motivation ◽  
Racial Experiences ◽  
The Future ◽  
External Motivation

Survey and laboratory studies provide support for the self-regulation of prejudice, but it is unclear whether people similarly self-regulate in“real life. Using a phenomenological approach, 153 non-Black participants recalled racial experiences in which they responded in ways they later wished had been different. Participants internally motivated to control prejudice reported discrepancies regardless of their external motivation, but even participants low on internal motivation reported prejudice-related discrepancies if they were externally motivated. Content analysis results are presented to summarize participants discrepancy experiences. Also, most participants discrepancies produced negative self-directed affect and the self-regulation of prejudice in the future. Findings suggest that self-regulation generalizes beyond the laboratory and occurs even among people who are not internally motivated to control their prejudice.

Socially Shared Metacognition Among Undergraduate Students During an Online Geology Course

2018 ◽  
pp. 406-439 ◽  
Author(s):  
Dan Spencer ◽  
Margareta M. Thomson ◽  
Jason P. Jones
Keyword(s):  
Undergraduate Students ◽  
Group Dynamics ◽  
Self Regulation ◽  
Social Forms ◽  
The Usa ◽  
Group Engagement ◽  
The Impact ◽  
Successful Collaboration

The ability to collaborate successfully with others is a highly valued skill in the modern workplace and has been reflected in the increase of collaborative learning methods within education. Research has highlighted the crucial role of self-regulation in successful collaboration, and more recently begun to focus on understanding how groups jointly regulate their interactions. The current chapter outlines a mixed-methods study that compared the impact of individual- and group-centered prompts on the frequency of social metacognitive activities during online group review activities with college students (N=48) from the USA. Tentative study findings suggested that group-centered problematizing prompts were moderately successful in shifting groups towards more social forms of regulation such as co-regulation; however, they were not enough to move groups towards shared metacognitive regulation. Further results revealed how the quality of group engagement was influenced by participants' perceived value towards activities, function and focus of metacognitive episodes, and group dynamics.

scholarly journals Digital detox: Media resistance and the promise of authenticity

2019 ◽  
Vol 26 (5-6) ◽  
pp. 1269-1283 ◽  
Author(s):  
Trine Syvertsen ◽  
Gunn Enli
Keyword(s):  
Digital Media ◽  
Personal Responsibility ◽  
Self Regulation ◽  
Real Life ◽  
Communication Technologies ◽  
Contemporary Culture ◽  
Corporate Websites ◽  
Self Help ◽  
Loss Of Contact ◽  
Digital Detox

A fascination for the authentic is pervasive in contemporary culture. This article discusses texts recommending digital detox and how these accentuate dilemmas of what it means to be authentically human in the age of constant connectivity. Digital detox can be defined as a periodic disconnection from social or online media, or strategies to reduce digital media involvement. Digital detox stands in a long tradition of media resistance and resistance to new communication technologies, and non-use of media, but advocates balance and awareness more than permanent disconnection. Drawing on the analysis of 20 texts promoting digital detox: self-help literature, memoirs and corporate websites, the article discusses how problems with digital media are defined and recommended strategies to handle them. The analysis is structured around three dominant themes emerging in the material: descriptions of temporal overload and 24/7 connectivity, experiences of spatial intrusion and loss of contact with ‘real life’ and descriptions of damage to body and mind. A second research topic concerns how arguments for digital detox can be understood within a wider cultural and political context. Here, we argue that digital detox texts illuminate the rise of a self-regulation society, where individuals are expected to take personal responsibility for balancing risks and pressures, as well as representing a form of commodification of authenticity and nostalgia.

A Macroergonomic Approach to Distributed Team Performance

2002 ◽  
Vol 46 (15) ◽  
pp. 1335-1339 ◽  
Author(s):  
Haydee M. Cuevas ◽  
Stephen M. Fiore ◽  
Eduardo Salas ◽  
Clint A. Bowers
Keyword(s):  
Decision Making ◽  
Group Dynamics ◽  
Team Performance ◽  
Self Regulation ◽  
Theory And Practice ◽  
Distributed Teams ◽  
Negative Effects ◽  
Team Members ◽  
Distributed Team ◽  
Practical Guidelines

With the structure of teams in organizations increasing in complexity to include both co-located and distributed team members, explicit linkages between theory and practice are critically needed to mitigate the negative effects that computer-mediated interaction may have on distributed team performance. Following a macroergonomic approach, this paper focuses on describing how theories from organizational psychology can address some of the challenges faced by this small, but growing, subset of teams. Specifically, theories in motivation, group dynamics, and decision making can be applied to offer practical guidelines to foster the development of positive team attitudes (e.g., cohesion, trust) and behaviors (e.g., goal-setting, self-regulation), and successful decision making performance in distributed teams.

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