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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.

Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the primary grades. In order to read, students must possess secure knowledge of the alphabetic principle (i.e., that speech sounds are represented by combinations of letters in the alphabet) as well as the ability to aurally separate the distinct sounds (phonemes) that make up words.

Design: In this chapter, the authors provide essential definitions of phonics and phonemic awareness terms, highlight peer-reviewed research and best instructional practices, and clarify findings in relation to the recently renewed controversy over how to effectively teach reading to young children. The authors draw from respected research journals and years of classroom experience to provide recommendations to literacy teachers.

Findings: Explicit, systematic phonics instruction is crucial for beginning readers because most children will not intuit phonics concepts. To set the stage for phonics instruction (connecting speech sounds with their written representations), students must understand how to separate sounds in words. Therefore, instruction in phonemic awareness must be given independently of alphabetic representations; that is, students need to be able to hear the distinct sounds before mapping them onto written words. Once a student has mastered this understanding, however, instructional time need not be devoted to its development.

Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in any beginning reading program. It includes practical activities teachers can use to develop these understandings in the classroom and provides research evidence to support their use.

The purpose of this paper is to examine the presence of generational differences in items measuring workplace attitudes (e.g. job satisfaction, employee engagement).

Data from two empirical studies were used; the first study examined generational differences in large sample, multi-organizational administrations of an employee survey at both the item and general-factor levels. The second study compared job satisfaction ratings between parents and their children from a large nationwide longitudinal survey.

Although statistically significant, most generational differences in Study 1 did not meet established cutoffs for a medium effect size. Type II error was ruled out given the large power. In Study 2, generational differences again failed to reach Cohen’s cutoff for a medium effect size. Across both studies, over 98 percent of the variance in workplace attitudes lies within groups, as opposed to between groups, and the distributions of scores on these variables overlap by over 79 percent.

Prior studies examining generational differences in workplace attitudes focused on scale-level constructs. The present paper focused on more specific item-level constructs and employed larger sample sizes, which reduced the effects of sampling error. In terms of workplace attitudes, it appears that generations are more similar than they are different.

I want first to relate the Rules and their preparation to as wide a professional canvas as possible. Secondly, I intend to connect that relationship with the principles upon which the Rules have been based and upon which their structure has been built. And finally I would like to describe briefly how their value has so far been established and related to current library services.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

The purpose of this paper is to discuss the complexity of – and conflicts inherent in – managing sports leagues at both the league and franchise level.

The paper draws on changes to the National Basketball Association's (NBA) amateur entry draft, which has attempted to balance the need to preserve league parity and reduce the incentive for teams to deliberately lose games in order to improve draft position.

The discussion reveals the conflict between league and team goals. In addition, using Oliver's strategic decisions as a framework, the findings also illustrate how sport league commissioners have to balance pressures from both the internal and external environments.

This paper expands our understanding of how leagues manage institutional pressures, and how these pressures impact the team, leagues, and the decision makers involved.

DONCASTER'S new Central Library was formally opened on 29th December 1969 on precisely the 100th anniversary of the opening of the first public library in Doncaster. Conforming to tradition, the Library was opened by the Mayor of Doncaster, Councillor Marcus Outwin. The President of the Library Association, Mr. Wilfred Ashworth, addressed the assembled guests, his last official appointment before relinquishing the office.

The only comprehensive list of British medical libraries hitherto available has been that in The Aslib directory 1928, and there is an extended account of those in London in Reginald Rye, The students' guide to the libraries of London (3rd ed., 1927), pp. 362–77. The new list, here put forward, is intended to bring the information from those two books of reference up to date, after nearly twenty years. British libraries are briefly listed among ‘Medical libraries outside North America’ in the Medical Library Association's A handbook of medical library practice, ed. Janet Doe, Chicago, American library association 1943, chapter 1, appendix 2, pages 41–64. The meagre information in that list, if contrasted with the detailed documentation of American and Canadian libraries in successive issues of the American medical directory, accentuates the need for us to know ourselves better. Several, perhaps many, medical librarians have had to compile lists of kindred libraries for their own convenience. A list which I had thus prepared seemed to Aslib to offer adequate basis for a Directory of British medical libraries, and in order to complete it Aslib issued a questionnaire in the autumn of 1944 to libraries known to possess medical collections and to hospitals, medical societies, and medical institutions throughout the British Isles. The information obtained from the generous response to this questionnaire is epitomized in the list which follows. I am responsible for all omissions and errors and I hope that those who detect any will supply corrections and additions so that this preliminary list may be revised and become a definitive Directory.