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All of us who have taught leadership to either our regular business students or to attendees in continuing education courses have probably covered the situational view of this “management function”. Both the basic management texts and the texts on organisational behaviour note the advantages of the situational view over the earlier trait and behavioural theories. Further, all the colleagues I have talked to seem to agree that the situational view is more valid, realistic, and practical than either of the earlier views.

This paper aims to examine the factors of financial sustainability of project management when they face complexities using the complexity theory. This research argues that to manage project complexities, the employees’ performance readiness, situational leadership style and trust in leaders increase financial sustainability.

The study used a quantitative approach using a questionnaire survey with the Project Management Institute members in Indonesia. From the total population of 190 project managers, 91 questionnaires were valid and used for analysis. PLS-SEM is the statistical tool used to test the eight hypotheses formulated in this research. The survey was designed to analyze the factors influencing financial sustainability and how these variables are related to each other to overcome project complexity issues and deliver financial sustainability.

The research recommends that to overcome project complexities, the readiness of the employees to perform is important. These variables, which are supported by trust in the leader and situational leadership, have positively significant effects on financial sustainability. The findings strengthen the initial arguments of this research and confirm the existing studies.

This research, however, comes with several limitations. First, the situational leadership was chosen in this research because of the short project duration that requires the leader to be acting accordingly based on the employee’s abilities. The short project duration made it impossible for the leader to build any relationships with the team members. Therefore, this research might not be appropriate to explain the organizational long-term strategies. Thus, it is suggested that the future research should address this. Second, with the very limited studies regarding the performance readiness and maturity, where in this research are used interchangeably, there should be further research to explain both variables independently as it holds an important role in project management and to overcome project complexities. Hence, this research adds the various studies found on the project complexities and how performance readiness, trust in leaders and situational leadership interact to increase financial sustainability in projects.

This study contributes to the limited research on the financial sustainability of project management in developing countries. Moreover, the research on project complexities has not been related to financial sustainability and, therefore, promotes a high novelty. The findings of this study also provide substantial empirical evidence for future work in the project management area.

This issue is a selected bibliography covering the subject of leadership.

Situational leadership has been noted as one of the most recognizable leadership concepts (Northouse, 2007). Teaching the model to a college student audience may become more of monotony than a learning experience. Using popular media technology to teach situational leadership can appeal to more learning styles than the typical lecture, and make the study of leadership more exciting. Grey’s Anatomy (2007) is a popular drama television series that shows the directing, coaching, supporting, and delegating styles of situational leadership. Using media clips from this series, students can relate to the dramatic relationships and daily demands of the student intern characters. They also learn more about situational leadership through living in the “leadership moment” of the scenes.

This chapter offers a dynamic model of authentic leadership that links authentic leadership to situational leadership theory and shows how dynamics in the academic environment, one of the most difficult settings that leaders face, can be addressed. Kindsiko and Vadi detail the concept of situational authenticity, which reveals how authentic leadership takes place via forms of sensing – sense-giving, sense-making, sense-breaking and sense-keeping – in work-related situations. The authors highlight questions for future research: Is sensing the key to success? Are situational ethics valid if they adapt to evolving circumstances? Are situational ethics, in effect, just another way of expressing relativism? If so, can that be reconciled with authentic leadership theory?

The purpose of this study was to evaluate final projects in a freshman leadership course (combining grounding in leadership theories with a service-learning component) to determine what students learned about leadership, themselves as developing leaders, and leading in the civic community, and how deeply they learned these concepts. Students found situational leadership theories, team leadership theories, and leadership principles (Drath, 2001) most relevant to their experiences. Personally, students learned about themselves as individuals, leaders, team members, and community members. Civically, students learned how to apply leadership theories, work in teams, and about the community as a system. In terms of depth of learning, based on Bloom’s (1956) taxonomy, students were able to identify, describe, and apply concepts and to some extent analyze and synthesize them. These findings suggest that using service learning to help students learn about both the theory and practice of leadership is a viable alternative.

This study aims to test the following three assertions underlying the Situational Leadership® II (SLII) Model: all four leadership styles are received by followers; all four leadership styles are needed by followers; and if there is a fit between the leadership style a follower receives and needs, that follower will demonstrate favorable scores on outcome variables.

For the first and second assertions, a proportional breakdown of the four leadership styles observed within a sample of working professionals is presented and discussed. Regarding the third assertion, for ten outcome variables, multiple one-way analyses of variance tested mean differences between followers who experienced leadership style fit (i.e. a fit between received and needed style) and followers who did not experience fit (n = 573). Subscale scores from the Leader Action Profile, the Work Intention Inventory, the Positive and Negative Affect Scale and an adapted form of the Affective/Cognitive trust scale (McAllister, 1995) were used as study measures.

Three of the four leadership styles of the SLII framework were reported as frequently received. All four of the leadership styles were reported as needed. This study also found that follower-reported fit between one’s needed and received leadership style at work resulted in more favorable scores on nine of the ten employee outcomes, as compared to follower-reported misfit.

As human resource development practitioners seek to educate and train their leaders on how to be more effective with their direct reports, this research provides evidence that all four styles are needed and received, although there were lower instances of reporting the S1 style to be needed or received. Also, the findings demonstrated that when followers view a fit exists between the leadership behaviors they need and the leadership behaviors they receive, greater positive job affect, lower negative job affect, increased cognitive and affective trust in the leader and higher levels of favorable employee work intentions were evident.

This paper builds on the resurgence of studies examining initiating structure and consideration as leader behaviors. This is one of very few recent studies that, by combining initiating structure and consideration, reinvestigates the four leadership styles established by past contingency theories. Specifically, the authors used the SLII framework as a foundation for analysis. Overall, the study supports three of the major assumptions of the SLII framework.

This chapter presents five differentiated models of curriculum, each designed with templates created from learning theories. The discipline of distributed leadership is chosen to develop a cognition-based curriculum, a behavior-based curriculum, a performance-based curriculum, a values-based curriculum, and collectively arranged into a competency-based curriculum. The research literature frames the attributes of a competency-based curriculum on psychological competence.

In this chapter, curricula are developed to demonstrate the process of adapting theories of learning, instruction, and environment into design templates with which to differentiate the dimensions and components of a curriculum. In these curricula, multiple conceptual frameworks are employed to translate the content and structure of the discipline into instructional objectives, instructional engagement, instructional experience, and instructional environment to align the instructional processes with the intended learning. For these demonstrations, the discipline of organizational leadership is chosen due to the multidimensional structure of this discipline and the opportunities it presents to differentiate the curriculum and learning. Each component of the curriculum adapts an appropriate framework to align and interconnect the instructional processes into an optimized learning experience. The result is curricula that have a coherent flow horizontally across the components for each outcome as well as interconnectedness vertically between the outcomes. This approach creates coherence, alignment, and interconnectedness to the curricula and order to the learning process for the learners.

This methodology is applied to design the curriculum for five instructional modules. Module 1 focuses on dualistic thinking developed through a cognition-based curriculum. Module 2 presents a multiplistic learning experience through a behavior-based curriculum. Module 3 presents relativistic learning through a performance-based curriculum. Module 4 delivers complex learning through a values-based curriculum. Module 5 compiles these four modules into a competency-based curriculum model.

Each of these modules employs a unique set of theories to configure the components of the curricula to reflect the structure of each discipline. The use of each theory is explained and demonstrated in the design process.

The purpose of this paper is to propose a new approach for evaluating the situational leadership theory (SLT).

Statistical population includes the undergraduate, postgraduate and PhD students of the University of Isfahan. For data analysis, 727 accurate completed questionnaires have been used. Initially, questions were developed for each SLT style, followed by analysis in which the type of styles were determined and classified using the Kano evaluation table.

Based on the Kano's classifications, findings imply that, the appropriate leadership styles for undergraduate, postgraduate and PhD students are directing, coaching and supporting styles, respectively.

The approach and findings of this research contribute to the literature of SLT and the Kano model. Findings can be used as a guideline for lecturers in leading and motivating students.