With the continued expansion of Western organisations and their leadership personnel and practices across national boundaries there is a need for continued critical…
With the continued expansion of Western organisations and their leadership personnel and practices across national boundaries there is a need for continued critical examination of assumptions about the transferability of these practices into other cultural settings. The purpose of this paper is to focus on one such practice, delegation, and explores its relationship to leader-member exchange (LMX) relationships and work outcomes in a non-Western organisation.
Participants (186) were Chinese subordinate managers in a large transport company in Hong Kong. Data were collected via questionnaire and analysed using a path-analytic model.
The data supported a direct and indirect path between delegation and job satisfaction and an indirect path only between delegation and job performance where LMX was the mediating variable. The results highlight the importance of LMX in the delegation-work outcomes relationship.
The limitations of using a single site for investigation, cross-sectional data and common method bias are discussed in relation to suggestions for future research.
For the company in question, quality LMX relationships are seen as key for improving delegation-work outcome relationships particularly in terms of the potential to “soften” the autonomy requirements of the delegation process for Chinese subordinate managers.
This research adds new knowledge to the literature about the conditions under which delegation may be effective in improving subordinate job satisfaction and performance through the agency of enhanced LMX relationships in a Chinese work context.
In the 1970s, the United States Congress enacted two statutes that have had dramatic and far‐reaching effects on the education of handicapped children by public schools…
In the 1970s, the United States Congress enacted two statutes that have had dramatic and far‐reaching effects on the education of handicapped children by public schools. These two laws, Section 504 of the Rehabilitation Act of 1973 and the Education For All Handicapped Children Act of 1975 (known as Public Law 94–142), have required local public school agencies to provide new eductional programs for thousands of handicapped children not previously served by the public schools. Counselors, principals, and teachers were quickly informed of the law's requirements and willingly began the task of main‐streaming and assimilating these children into various curricula. Their physical needs were attended to rapidly; their societal and emotional needs, unfortunately, lagged behind. Within the past seven years, there has been an increase in books, articles, and films specifically addressed to counseling the handicapped. Unlike past literature which focused only on the vocational aspect of rehabilitation counseling, current writing emphasizes personal counseling meant to assist a disabled child to participate fully in the problems and joys of daily living.