In this chapter, we explore the interrelationships between team member cultural intelligence (CQ) and multinational team functioning and performance. We argue that CQ, an…
In this chapter, we explore the interrelationships between team member cultural intelligence (CQ) and multinational team functioning and performance. We argue that CQ, an individual's capability to adapt to different cultural contexts, can be enhanced through experience working in a multinational team, suggesting that CQ is not simply a stable individual difference. We propose a conceptual framework, and demonstrate empirical support through a longitudinal study, that links the effectiveness of team experience to shared norms and positive performance feedback. Additionally, we present evidence that mean level of team member CQ predicts intragroup trust, cohesion, and performance for the multinational team.
Purpose – Leadership is a very large topic with a long history of scholarship. Despite this, existing theories of leadership have been mostly silent about group-level…
Purpose – Leadership is a very large topic with a long history of scholarship. Despite this, existing theories of leadership have been mostly silent about group-level phenomena and challenges that leaders of small teams face. Our chapter begins to address this problem by specifying four functions or challenges that any theory of group leadership should address if it is to be helpful to small-group scholars looking for answers about leading teams.
Approach – In order to identify main group functions that should be managed by leaders and be developed into refined leadership theories, we review both leadership and team studies. Based on the four functions that we establish, we briefly review a selection of major leadership theories that we believe can provide the foundations for new and better group-level leadership theories.
Findings – By using two theoretical categorization (managing individual group members vs. managing group; affective/motivational vs. cognitive functions), we suggest that leaders of small groups deal with the four key leadership functions – (1) managing within-group interpersonal dynamics, (2) within-group coordination of information/resources, (3) group-level affect management, and (4) managing group boundaries for information/resources flow and group identity.
Value – This chapter provides specific group functions that groups and teams scholars can use as a foundation to develop better theory of small-group leadership.
There is a 70% chance of worldwide recession in 1999 because of the year 2000 computing problem, says Deutsche Bank Securities chief economist Edward Yardeni. Yardeni bases his forecast on the progress (or, more accurately, the lack thereof) of the U.S. federal government in fixing its own systems. He believes a number of essential systems (e.g., utilities, government, telecommunications, banking, transportation, and military systems) won't be completely fixed and tested before January 1, 2000. And he warns that the problem will be especially severe because, if systems do fail, they all will fail at the same time.
To date, the vast majority of existing research on unethical leadership has focused on top leaders’ actions and behaviors as the primary catalyst for the permeation of…
To date, the vast majority of existing research on unethical leadership has focused on top leaders’ actions and behaviors as the primary catalyst for the permeation of unethical behaviors in organizations. In this chapter, we shift the focus to middle and junior managers and argue that they too have an active role in contributing to the permeation of top-level unethical leadership. More specifically, we adopt a meaning-making lens to investigate how junior and middle-level managers perceive and interpret top-level unethical leadership and how such meaning-making affects their (un)ethical legitimacy. Understanding the role played by lower-level managers becomes vitally important to develop a more holistic picture of the permeation of unethical leadership. Findings from 30 in-depth interviews with top, middle, and junior managers reveal variables such as survival, group membership, and strain as buttressing meaning-making by lower-level managers. Findings also revealed two contrasting aspects, that is, “interactions” within organizational members as well as “silence” by top-level managers playing into individuals’ information processing and attribution capacities during ethical dilemmas. Real cases experienced by participants pertaining to the flow of unethical leadership illustrate how the central bearings play out in managerial practice.
Brevard College is a small, liberal arts college in Western North Carolina committed to experiential education. The Teacher Education Program prepares future teachers to…
Brevard College is a small, liberal arts college in Western North Carolina committed to experiential education. The Teacher Education Program prepares future teachers to lead the next generation of learning communities by nurturing values and skills necessary for inquiry-based teaching. Darling-Hammond (2005) reaffirms that one critical aspect of school reform is “preparing accomplished teachers who can effectively teach a wide array of learners to high standards … essential to economic and political survival” (p. 238). Admittedly, this is no easy task. Newly licensed candidates face a convergence of politics, economic, and demographic 21st century realities. Faculty and candidates need a deep understanding of constructivist theory to prepare for inquiry-based teaching. This knowledge must not just be a tag line on a syllabus but embedded in heads and heart. Reflecting on how theory is put into practice, through explicit minds-on/hands-on field experiences in diverse community partnerships, teacher candidates are empowered. The lessons learned by a newly licensed constructivist-based teacher boldly sharing his passion for inquiry-based teaching in a public school setting offers a glimpse of potential hope.
In 2017, 22% of the Canadian population are foreign-born immigrants and one in five is a visible racial minority. Canadian schools and classrooms mirror the diversity of…
In 2017, 22% of the Canadian population are foreign-born immigrants and one in five is a visible racial minority. Canadian schools and classrooms mirror the diversity of the society and are populated with more and more immigrant and refugee students from diverse ethnic, cultural and linguistic backgrounds each year. Uprooted from their home countries and familiar environments, immigrant and refugee students experience barriers and challenges in new living and educational environments. The increasing number of immigrant and refugee students and their unique educational needs and challenges have called building welcoming and inclusive schools a priority in Canadian education system. This chapter addresses the urgent need for high-impact policies, practices and praxis to build welcoming and inclusive schools for immigrant and refugee students through cross-sector community engagement. Based on several empirical studies, critical and extensive literature review and authors’ professional reflections, this chapter introduces a theoretical framework of building welcoming and inclusive schools for immigrant and refugee students and introduces the promising strategies of engaging community stakeholders, including educators, students, parents, governments and community organizations and agencies.
This chapter examines the role of stress and emotional well-being as critical antecedents of important outcomes in the military context. In it, we provide a framework for…
This chapter examines the role of stress and emotional well-being as critical antecedents of important outcomes in the military context. In it, we provide a framework for understanding the sources of stress among military personnel. Using this model, we review the risk factors associated with combat and deployment cycles in addition to protective factors, such as personality characteristics and social support, which mitigate the effects of stress on emotional well-being and performance. Finally, we evaluate efforts by military organizations to enhance the emotional well-being of service members through training programs designed to build resiliency.
The authors explore the nature of commitment, job satisfaction and job characteristics, and the nature of the interrelationships among these variables concerning…
The authors explore the nature of commitment, job satisfaction and job characteristics, and the nature of the interrelationships among these variables concerning expatriate employees in Saudi Arabia. An examination of a sample of 504 expatriate employees reveals that these employees are, by and large, indifferent with respect to their perceptions of commitment, job satisfaction, and job characteristics. In addition, the results provide strong support for (1) the influence of job satisfaction on commitment, (2) the influence of job variety on commitment, and (3) the influence of job autonomy, identity, and feedback on job satisfaction.