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1 – 5 of 5Cinzia Calluso and Maria Giovanna Devetag
The COVID-19 pandemic has contributed to making workers more uncompromising with respect to issues such as quality of workplace relations and work-life balance. Hence, motivation…
Abstract
Purpose
The COVID-19 pandemic has contributed to making workers more uncompromising with respect to issues such as quality of workplace relations and work-life balance. Hence, motivation and leadership style assume a key relevance for keeping the workforce engaged. We hypothesize that individuals may exhibit different preferences for motivational drivers and for leadership style, and that these two sets of preferences might be correlated with each other and with employees’ personality traits.
Design/methodology/approach
Here, we empirically investigate the relationship between leadership style and motivation, by also hypothesizing the possible contribution of personality traits. An online survey was developed and distributed to 150 employees or interns/trainees to collect measures related to their preference for leadership, their motivational drivers, as well as their personality traits. The data were analyzed by means of mediation and moderation analyses to disentangle the three-level relationship existing between these constructs.
Findings
Our results suggest that indeed there exists a relationship between preferences for leadership style and motivational drivers. Furthermore, one of these relationships appears to be critically mediated by specific personality traits.
Originality/value
This work is the first, to our knowledge, empirically testing the existence of a three-level relationship between leadership preferences, motivation and personality traits of employees and to contribute to disentangle their reciprocal influences.
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Keywords
Noel Scott, Brent Moyle, Ana Cláudia Campos, Liubov Skavronskaya and Biqiang Liu
Noel Scott, Brent Moyle, Ana Cláudia Campos, Liubov Skavronskaya and Biqiang Liu
Joe F. Hair, Marko Sarstedt, Christian M. Ringle, Pratyush N. Sharma and Benjamin Dybro Liengaard
This paper aims to discuss recent criticism related to partial least squares structural equation modeling (PLS-SEM).
Abstract
Purpose
This paper aims to discuss recent criticism related to partial least squares structural equation modeling (PLS-SEM).
Design/methodology/approach
Using a combination of literature reviews, empirical examples, and simulation evidence, this research demonstrates that critical accounts of PLS-SEM paint an overly negative picture of PLS-SEM’s capabilities.
Findings
Criticisms of PLS-SEM often generalize from boundary conditions with little practical relevance to the method’s general performance, and disregard the metrics and analyses (e.g., Type I error assessment) that are important when assessing the method’s efficacy.
Research limitations/implications
We believe the alleged “fallacies” and “untold facts” have already been addressed in prior research and that the discussion should shift toward constructive avenues by exploring future research areas that are relevant to PLS-SEM applications.
Practical implications
All statistical methods, including PLS-SEM, have strengths and weaknesses. Researchers need to consider established guidelines and recent advancements when using the method, especially given the fast pace of developments in the field.
Originality/value
This research addresses criticisms of PLS-SEM and offers researchers, reviewers, and journal editors a more constructive view of its capabilities.
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Donnette Noble and Jesse James New II
This paper highlights an assignment in a combination upper-division undergraduate and graduate civic leadership class at a Midwestern state comprehensive university. The…
Abstract
Purpose
This paper highlights an assignment in a combination upper-division undergraduate and graduate civic leadership class at a Midwestern state comprehensive university. The three-part assignment challenges students’ critical thinking skills and research capabilities while simultaneously necessitating the exploration of contrasting viewpoints on contentious issues.
Design/methodology/approach
Intentionally exposing students to diverse perspectives in a controlled environment.
Findings
We posit that the severity and frequency of these issues can be mitigated through focused efforts.
Originality/value
Students are better prepared to engage in civil debate on controversial topics, which continuously divide our communities, after completing a class using this pedagogical strategy.
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