Search results

This chapter discusses how attachment theory, a theory that provides insight into the processes through which psychological and emotional bonds are developed in relationships, can be useful for understanding mentoring relationships. We develop a conceptual model emphasizing how attachment-related constructs and their relationships with mentors’ and protégés’ behaviors and emotions influence each phase of a mentoring relationship. Recognizing reciprocity in the mentoring process, the model also explains how the interpersonal dynamics of the mentor–protégé relationship influence the benefits gained by both partners. Propositions for future research on mentoring relationships are provided. We contend that examining mentoring through the lens of attachment theory can increase our understanding of the underlying factors or mechanisms that determine individuals’ involvement in mentoring relationships and differentiate successful from unsuccessful mentoring relationships. The research and practical implications are discussed.

Parents and children can drive each other mad. At one moment, a parent may be encouraging and affectionate toward the child; in the next, the parent may be sending the child to his or her bedroom. Similarly, a child who seems helpful and cooperative can suddenly turn belligerent. Parents and children may partly resolve the mixture of negative and positive feelings they experience in such situations by remembering their basic love for each other. Nevertheless, the conflicting sentiments will be stored in the memory of both parties, contributing to a long-lasting melange of conflicting beliefs, feelings, and behaviors. What are the psychological consequences of this state of affairs in relationships?

The purpose of this chapter is to summarize and integrate a body of psychological literature regarding an individual difference related to the experience of anxiety that largely, and somewhat surprisingly, has been overlooked by organizational scientists. This variable, most often called social anxiety or social phobia, reflects a strong fear that one is in danger of behaving inappropriately, inadequately, or ineptly, with impending disastrous consequences such as rejection, humiliation, or ouster from a group (Trower & Gilbert, 1990). In providing a summary of the construct and ongoing investigations, the chapter offers ideas for future research into how this important variable may influence behaviors at work.

Substantial developmental psychology research on attachment theory documents that children with secure affectional ties (attachments) to caregivers are more likely to excel in psychosocial and behavioral performance than their peers with insecure attachments. We review attachment theory and research in the developmental psychology literature and propose causes of secure short-term attachments to workgroups. Whereas traditional attachment research has documented social–emotional antecedents, we propose social–emotional and task-related antecedents of secure attachment to workgroups. Suggestive data are presented to illustrate our propositions. We discuss theoretical and practical contributions of our attachment theory-based perspective on workgroups, as well as areas for future research.

For many of the current leadership theories, models, and approaches, the answer to the question posed in the title, “Is leadership more than ‘I like my boss’?,” is “no,” as there appears to be a hierarchy of leadership concepts with Liking of the leader as the primary dimension or general factor foundation. There are then secondary dimensions or specific sub-factors of liking of Relationship Leadership and Task Leadership; and subsequently, tertiary dimensions or actual sub-sub-factors that comprise the numerous leadership views as well as their operationalizations (e.g., via surveys). There are, however, some leadership views that go beyond simply liking of the leader and liking of relationship leadership and task leadership. For these, which involve explicit levels of analysis formulations, often beyond the leader, or are multi-level in nature, the answer to the title question is “yes.” We clarify and discuss these various “no” and “yes” leadership views and implications of our work for future research and personnel and human resources management practice.

In this chapter, we will be exploring the role of leadership within small businesses. Leadership is an essential element in the management of any organisation and is even more crucial when it comes to small businesses. In particular, both the structure and the specific stage of development of small businesses determines the need for an evolving style of leadership. Unlike their counterparts at larger organisations, small business leaders usually have a higher level of hands-on involvement across multiple areas of responsibility, including strategic decision-making and financial management, as well as team leadership and motivation.

Some key leadership skills, such as having a clear vision, communicating successfully across all business levels, leading by example and keeping the team engaged, are shared by all enterprises, regardless of size and nature. It is critical for small business leaders to understand that each stage of an organisation’s lifecycle brings with it different opportunities and challenges that should be dealt with by adopting different leadership techniques. A ‘one-size-fits-all’ approach will not work, and could even become detrimental in the long term.

During an organisation’s early days, a leader’s main role is to inspire the individuals they work with by sharing their vision and purpose without the need for formal management processes. In this chapter, we will be exploring the above issues in relation to the role of leadership within small businesses in greater depth.

Much discussion has taken place in real life and in cyber space about the future of Henry Archer. He has been the subject of gossip, with the nature of his conception, and then gained a stepfather, seemingly a gentleman, who cared for both Henry and his mother. Coercive control came to dominate the relation between Rob Titchener and Helen Archer, giving an outward appearance of perfection in all aspects of family life. Henry experienced the gaslighting along with Helen and having seen his mum stab his new adoptive father, Henry was left without his mum, and in the care of evil Rob, effectively prevented from contact with his staid, and consistently caring grandparents. This paper will consider the impact of the trauma on Henry's potential psychological self as an older child and adolescent, looking at the impact of attachment, disparate parenting styles, social learning theory and domestic violence. There is also a comparison to a case study which could illustrate Henry's future, should he decide to begin a career in serial killing.

We know a great deal today about the impact of transformational leaders, their actions, typical behaviors and their ways of influencing others (Bass, 1985, 1999a, b; Bass & Avolio, 1990). However, we know relatively little about the psychological substructure, the internal world of these leaders, namely who they are and how they developed this way. These aspects were raised earlier in Bass’s early work (Bass, 1985) but have received little attention so far (Bass, 1998; Judge & Bono, 2000). We argue that the internal world of a transformational leader is characterized by a motivation to lead, leadership self-efficacy, motivation and capacity to relate to others in a pro-social way, optimism and openness to new experiences and viewpoints of others. We further argue that the origins of the ability and motivation to be a transformational leader lie in childhood experiences, and that the development of this ability and motivation can be understood and conceptualized by means of major developmental theories such as attachment theory (Bowlby, 1969, 1973, 1977, 1988). On the basis of these theories, we suggest a researchable conceptual framework for characterization of the internal world and the development of transformational leaders.