A leader–network exchange theory

PurposeWe propose an integrative model of how leaders (individual level) effectively relate to their social networks as a whole (network level). Additionally, we focus both on the leader constructs and the followers shared constructs about those networks.Design/methodology/approachOur conceptual paper uses the integration of literature from two main bodies of knowledge: individual and shared cognitions, fundamentally from psychology, and a structural perspective, mainly from sociology, organisational studies and social network analysis. We take a psycho-structural approach which allows the emergence of new perspectives on the study of leadership and more specifically on the study of relational leadership.FindingsWe propose a leader-network exchange (LNX) theory focussed on the behaviours and cognitions of leaders and followers as well as the relations between them.Research limitations/implicationsOur model represents a new perspective on leader–followers relationship by stressing the importance of both followers and leaders' cognitions. We highlight the importance of the relationships between followers on the creation of shared meaning about the leader.Practical implicationsOur model helps leaders and managers make sense of the cognitions and behaviours of their teams. By considering the teams characteristics, i.e. cognitions and network structure, it allows leaders to adopt the most appropriate behaviours for effective leadership. Leadership and management development programmes designed around our model will enhance the use of networking skills.Originality/valueContrary to the traditional view of LMX, our approach considers the social context of leaders and followers. It also adds a new layer of knowledge going beyond what members think of their leaders by considering the social networks of leaders and followers.

Cognitions

Teams perform better when its members possess a shared, accurate, and complimentary understanding about key elements such as the team’s purpose, priorities, roles, and tasks—“shared cognitions.” This chapter describes eight types of shared cognitions, including an understanding of who on the team has specific expertise (sometimes called transactive memory) and if–then contingencies (what to do when certain situations arise). Shared cognitions improve routine coordination and enable faster, smarter adjustments. This chapter also reveals that team member familiarity can help up to a point, but too much familiarity may create a risk of complacency. Research shows that professional familiarity, such as knowing team members’ work-related strengths and weaknesses is more valuable than personal familiarity, such as knowing their hobbies. Methods for building shared cognitions are described related to direction setting (e.g., visioning, chartering), preparing (e.g., role clarification exercises, scenario-based training), updating (e.g., debriefs, huddles), and assimilating (e.g., onboarding).

Teams That Work

Why do some teams thrive, while others struggle? If you are a team leader, team member, senior leader, or consultant, you need to know what really drives team effectiveness. Many books and consultants offer advice about teamwork based on opinion or conjecture. Some of that advice is useful, but much of it is overly simplistic or even misleading. Fortunately, a growing body of research is now available with which to separate the myths from the facts. For example, is it possible to “team away” talent deficiencies? Will more frequent communications improve performance? Is a team likely to perform better when members know each other? What do great team members know, do, and think? When and how can conflict be constructive? In Teams That Work, Scott Tannenbaum and Eduardo Salas answer these and other questions about team effectiveness. While reading the book you’ll learn: Eleven desirable team member competencies and three traits you’ll want to avoid; Four cooperative beliefs that consistently impact team effectiveness; Four coordination behaviors that you’ll want your teams to demonstrate; Eight types of shared cognitions team members need to possess; A dozen conditions that enable collaboration; and seven essential team leadership functions. The book culminates with specific, evidence-based tips along with tangible tools for putting the science of teamwork into practice.

Cognitive Vulnerabilities for Depression and Anxiety in Childhood: Specificity of Anxiety Sensitivity and Rumination

Background: Childhood anxiety and depression frequently co-occur. Exploring specificity in cognitive processes for anxiety and depression in childhood can provide insight into cognitive vulnerabilities contributing to the development of anxiety and depressive disorders and inform targeted psychological interventions. Anxiety sensitivity and rumination are robust cognitive vulnerabilities for anxiety and depression, respectively. However, despite conceptual similarities, they are rarely considered together within a single study. Aims: The current study explored specific and shared associations between anxiety sensitivity subscales and rumination and anxiety and depressive symptoms in unselected children. Method: Multiple regression analyses explored to what extent specific self-reported anxiety sensitivity subscales (physical, social and mental concerns) and rumination predicted anxiety and depressive symptoms in 147 unselected children, aged 7–11 years. Results: Physical and social concern subscales of anxiety sensitivity were specifically associated with anxiety, whilst rumination was specifically associated with depressive symptoms. The mental concerns subscale of anxiety sensitivity was independently associated with both anxiety and depressive symptoms. These associations were only partially mediated by rumination. Conclusions: Anxiety and depression in young people are characterized by specific and shared cognitions. Evidence for shared and specific associations between the cognitive vulnerabilities of anxiety sensitivity and rumination, and anxiety and depression highlight the utility of transdiagnostic research and confirm that cognitive therapies may benefit from targeting cognitive concerns relating specifically to the patient's presenting symptoms.