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1 – 10 of 964Johanna Anzengruber, Sabine Bergner, Herbert Nold and Daniel Bumblauskas
This study examines whether managerial capability fit between line managers, middle managers and top-level managers enhances effectiveness.
Abstract
Purpose
This study examines whether managerial capability fit between line managers, middle managers and top-level managers enhances effectiveness.
Design/methodology/approach
Effectiveness data and managerial capability ratings from more than 1,600 manager–supervisor dyads were collected in the United States and Germany. Polynomial regression was used to study the relation between manager–supervisor fit and managerial effectiveness.
Findings
Our results indicate that the fit of managerial capabilities between a manager and his/her supervisor predicts the effectiveness of this manager. The most effective managers show particularly high managerial capabilities that are in line with predominantly high managerial capabilities of their supervisors. Two aspects are important: the manager–supervisor fit and the absolute capability level that both possess. The results further indicate that the importance of the manager–supervisor fit varies across lower, middle and top-level management dyads.
Research limitations/implications
This study contributes by advancing research on managerial capability fit conditions between managers and their supervisors as a central element in viewing and managing effectiveness.
Practical implications
This article informs managers, supervisors and HR professionals about pitfalls in organizations that degrade effectiveness.
Originality/value
This article shows how the alignment between managers and their supervisors relates to effectiveness in a large-scale study across different hierarchical levels.
Details
Keywords
Alexeis Garcia-Perez, Juan Gabriel Cegarra-Navarro, Denise Bedford, Margo Thomas and Susan Wakabayashi
Ira H. Martin, Laurel Goulet, JennyMae K. Martin and Jake Owens
As institutions continue to place value on developing leaders, it becomes increasingly important to effectively assess students’ leadership skills. The development and subsequent…
Abstract
As institutions continue to place value on developing leaders, it becomes increasingly important to effectively assess students’ leadership skills. The development and subsequent use of a formative competency based leader assessment was used with (N=124) sophomore students at a small military college in the Northeast United States with a mission toward leadership. Results highlight the effectiveness of a formative assessment to develop leader skills with an undergraduate population. Relevant application for institutions of higher learning will be discussed
Mari Ysela Noopila and Henrietta Williams Pichon
This scholarly paper explores leadership education across Hispanic Serving Institutions (HSIs) in the Southwest of the United States. We searched for inclusion of social justice…
Abstract
This scholarly paper explores leadership education across Hispanic Serving Institutions (HSIs) in the Southwest of the United States. We searched for inclusion of social justice, ethics, and community engagement aspects within leadershipprograms.LeadershipeducationprogramsinhighereducationandspecificallyatHSIsmustbeintentional about offering programs, curriculum, and experiences that adopt inclusion of those who are underrepresented within the leadership realm. While scholarship concerning HSIs as complex organizations has grown, consideration of how leadership education programs contribute to truly serving their unique students is still in its infancy. This inquiry found that there are a number of similarities among leadership programs at HSIs in the way of academic location, degree offerings, and class format, but it also details missing characteristics of social justice, ethics, and community engagement within these areas. We propose that through further examination and future research, a framework of leadership education with underpinnings of social justice, ethics, and community engagement can be beneficial in truly serving underserved and underrepresented student populations specifically at HSIs.
Marjolein Zweekhorst and Dirk Essink
In order to address the complex problems of society, the innovation research process should incorporate technical, social, economic and ethical factors, but also actively involve…
Abstract
Purpose
In order to address the complex problems of society, the innovation research process should incorporate technical, social, economic and ethical factors, but also actively involve a diverse group of non-scientific actors. One way to prepare students for this type of research is to create “Citizen Scholars,” students who want to work for the betterment of society. Arvanitakis and Hornsby (2016) argue that we need to change how we teach and train students in specific proficiencies. The purpose of this paper is to assess how the pedagogical approach applied within the program contributes to building the proficiencies and attributes as described by Arvanitakis and Hornsby (2016).
Design/methodology/approach
The authors conducted a total of 12 interviews with alumni who started their program in 2014, one focus group discussion with lecturers and 132 questionnaires with alumni to discuss to what extend the proficiencies are trained in the program and whether these are used in their current jobs. The authors also included data of an earlier study conducted in 2014. These data contain 26 interviews with students during the first year of the program. These students graduated in 2017 and are thus from the same cohort as the alumni.
Findings
The results show that the pedagogical approach in the management policy analysis program trains all the attributes. Important elements in the program are: the inquiry-based approach intertwined with community service learning (CSL) throughout the program; gradually increased complexity of the real-world problems addressed; students working in teams; and gradually reducing support of the lecturer.
Research limitations/implications
The authors conclude that our pedagogical approach applied in the program contributes to learning the proficiencies. The authors argue that for the training of inter- and transdisciplinary, the proficiency knowledge integration should be added.
Practical implications
The result show that more inquiry-based approaches and CSL programs can stimulate the four clusters of proficiencies, which should hold a central place in universities if we want to create citizen scholars.
Social implications
With the approach, students contribute to research issues of local communities.
Originality/value
Despite the increasing interest of higher education to involve civic activities in the curricula, few pedagogical approaches are described. The research shows that theoretical insights in the adaption of a model to realize a citizen scholar.
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Kristen N. Baughman and Jacklyn Bruce
The purpose of this mixed methods study was to determine the self-perceived proficiency level of Commissioners of Agriculture in six leadership skill areas. Major findings noted…
Abstract
The purpose of this mixed methods study was to determine the self-perceived proficiency level of Commissioners of Agriculture in six leadership skill areas. Major findings noted their proficiency in these areas. Researchers recommend providing professional development opportunities and software training for Commissioners at their annual conference.
Alexeis Garcia-Perez, Juan Gabriel Cegarra-Navarro, Denise Bedford, Margo Thomas and Susan Wakabayashi
Lindsay J. Hastings and Hannah M. Sunderman
The purpose of this application manuscript is to address assessing and evaluating the impact of leadership mentoring programs on collegiate mentors. Specifically, this paper…
Abstract
The purpose of this application manuscript is to address assessing and evaluating the impact of leadership mentoring programs on collegiate mentors. Specifically, this paper addresses the nuanced considerations of creating appropriate program outcomes and associated objectives given the individualized nature of mentoring relationships. Additionally, the current paper discusses assessment and evaluation strategies to demonstrate impact of leadership mentoring on the collegiate mentor via a three-year program evaluation effort. By innovating leadership mentoring program practice, leadership educators can more soundly design and deliver leadership mentoring programs and more precisely measure and demonstrate impact.