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A Situational Examination of Motivation to Lead: Gendered Implications in Leader Development

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Previous research studies have indicated that there are fewer women than men in leadership positions. The causes for this are less understood. This study adopted a different approach to reviewing the situation by focusing on the leader development aspect of motivation to lead (MTL) and whether or not it is impacted by environmental aspects of the organization in the forms of political perceptions, relationships with a current leader, and work-family conflicts. Each of these factors has been shown to have a relationship with gender. This research investigated whether or not gender affects their relationship with a composite form of MTL by examining gender as a moderator variable. Data from a sample of employed individuals in different industries, including government, partially support some hypothesized relationships between MTL, leader-member exchange, and political perceptions. Gender implications are discussed. Limitations and future research for MTL and leader development are addressed.

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An Examination of Leadership Charisma From the Perspective of the Apostle Paul and Max Weber With a View Toward an Ecclesial Charismatic Leadership Theory: A Sociorhetorical Interpretation of 1 Corinthians 12

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This qualitative study examines the concept of charisma found in 1 Corinthians 12 with a view toward exploring an ecclesial charismatic leadership theory. The sociorhetorical method of interpretation is the primary exegetical method used to explore 1 Corinthians 12. The specific concepts of spiritual gifts presented in 1 Corinthians 12 have long been examined by theologians throughout the history of the church. However, very few articles or books have considered the Pauline concept of charisma as the power and authority the Holy Spirit provides to each individual within the ecclesia. It is the charisma that not only brings the spiritual gift but also provides the power and authority for the individual to provide leadership within the ecclesia through the use of his or her particular spiritual gift for the common good. Paul is credited with coining the term charisma which is grossly misappropriated by Weber (1903/1978). Paul considered power and authority within charisma to be from God and immutable, while Weber described power and authority as being held by the followers who retain the potential for withdrawal by the followers. The sociorhetorical interpretation of 1 Corinthians 12 reveals a model for ecclesial charismatic leadership that begins with God who provides the charisma to each individual of the ecclesia through the indwelling of the Holy Spirit. The Holy Spirit provides each individual with a particular spiritual gift. Once the individual understands his or her particular spiritual gift and expresses the gift, two things happen. First, the individual fulfills the individual goal for which his or her spiritual gift is given. Second, as each individual expresses his or her spiritual gift, the organizational goal of the common good of the ecclesia is achieved. Therefore, the expression of each individual’s spiritual gift results in greater organizational commitment for the individual and greater overall organizational effectiveness of the ecclesia.

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Service Learning Experiences and University Students

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In an effort to improve service-learning (SL) experiences among students at university campuses, it is valuable for educational leaders to measure the impact that these experiences may have on students. In addition, a responsibility of universities is to prepare students for leadership beyond the collegiate experiences. This study expanded previous research by identifying the relationship of SL experiences with student motivation to lead (MTL). In addition, this study also examined social justice attitudes, problem-solving skills, and perceived leadership skills as possible mediators in the relationship between SL and student MTL. Although there is adequate literature on the three dimensions of motivation to lead (affective-identity, social-normative, and noncalculative), there seemed to be a gap in the investigation of the relationship of student’s SL experiences and MTL. Therefore, this research study utilized a quantitative approach for gathering and analyzing empirical data which revealed outcomes that will be beneficial to expanding the research on SL and MTL. The sample of students, ranging from freshman to seniors at a faith-based institution in the United States participating in this study totaled 407. Control variables included general self-efficacy, gender, race, and previous leadership experience. Two questions guided this study: Does the extent of a student’s SL program experience have a positive multivariate relationship with a student’s MTL? Do student problem-solving skills, beliefs in social justice, and leadership role experiences mediate the relationship between a student’s SL program experiences and student MTL? The results of this research revealed that (a) SL does have a direct relationship with student’s affective-identity MTL, (b) perceived leadership skills fully mediate the relationship between SL and affective-identity MTL, (c) SL is not a predictor of social-normative motivation to lead, (d) neither problem-solving skills nor social justice attitudes mediate the relationship between SL and AIMTL.

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A current view into implicit leadership theories and the applicability of servant leadership in Polish universities

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The primary purpose of this quantitative study was to (a) explore potential cross-generational differences in leadership style preferences depicted by the GLOBE (House, Hanges, Javidan, Dorfman, & Gupta, 2004) project between Polish middle-level managers of 1996/1997 and Polish university employees of 2015, (b) compare the extent to which servant leadership was experienced by followers employed in the higher education sector in Poland and the United States, and (c) investigate the existence of a positive relationship between servant leadership and organizational commitment among Polish employees. The sample was comprised of 113 faculty and staff working at a Polish university located in southern Poland. The participants were on average about 35 years of age and mostly occupied non-leadership positions with women comprising 71.7% of the sample. The data were gathered via an online surveying process during the months of March and April 2015. The questionnaire utilized the following measures to assess the main variables: six leadership style scales designed by the GLOBE project, a parsimonious version of the Essential Servant Leadership Behaviors scale (Winston & Fields, 2015), and Organizational Commitment Questionnaire (Mowday, Steers, & Porter, 1982). Polish employees of 2015 preferred team-oriented and participative leadership modes to a lesser extent when compared against their counterparts from the GLOBE project. Polish employees of 2015 also exhibited less tolerance for autonomous leadership style than Polish middle-level managers of 1996/1997. Additionally, servant leadership was practiced more frequently among the contemporary employees in the United States than in Poland. Servant leadership appeared to positively impact organizational commitment among Polish employees when controlling for age, job tenure, and task-oriented leadership (β = .208, p < .05). These findings suggest that future leaders ought to be cognizant of the impact time; major political, social, and economic shifts; and cultural underpinnings may have on the cross-generational and cross-cultural perceptions of the effective and desired leadership practices. Finally, servant leadership may be considered a variable leadership style for Polish employees and by projecting a positive influence on organizational commitment, it may also positively contribute to reducing the extent of the brain drain Poland is currently experiencing.

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The Influence of the Big Five Personality Traits and Locus of Control on Organizational Commitment in Historically Black Colleges and Universities Libraries

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This dissertation addresses Neal’s (2005) call for more research on the influence of personal characteristics on turnover in historically Black colleges and universities (HBCU) libraries by assessing the relationship between the Big Five personality traits, locus of control, and organizational commitment. The research focuses on follower perception of the leader using the Big Five personality traits and self-evaluation using organizational commitment. The research includes a double measure of locus of control to measure follower perception and self-evaluation. Each of the Big Five personality traits—openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism—were tested individually. The hypotheses were tested using a nonexperimental, quantitative design that included the widely used and validated Big Five Inventory-10, Internal and External Locus of Control Scale, and Organizational Commitment Questionnaire. Sample data were collected using the website SurveyMonkey as the host for the questionnaires. The HBCU Library Alliance listserv and website were also used to access sample participants. Multiple regression analysis in SPSS was utilized as the means for analysis of the results of the study. No significant influence existed in the self-perception of locus of control of the follower and organizational commitment. However, the perception of internal locus of control of the leader by followers was found to have a significant negative influence on commitment. Additionally, openness and conscientiousness of the Big Five personality traits were found to have a significant positive influence on organizational commitment in HBCU libraries.

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Individual Readiness for Change: The Impact of Organizational Learning Culture and SDL

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This cross-sectional study quantitatively investigated the impact of organizational learning culture (OLC) on individual cognitive readiness (COGRE) and emotional readiness (EMRE) for organizational change. Additionally, the moderating influences of the self-directed learning construct of employees’ learning motivation on the relationships between the single dimension of creating continuous learning opportunities (a dimension of OLC) and COGRE and EMRE for organizational change were examined. Using the Dimensions of the Learning Organization Questionnaire (DLOQ; Watkins & Marsick, 1993), the Readiness Scale of the Organizational Change Questionnaire-Climate of Change, Processes, and Readiness Scale (OCQ-C, P, R; Bouchenooghe, Devos, & Van den Broeck, 2009), the learning motivation scale of the Self-Directed Learning Instrument (SDLI; Cheng, Kuo, Lin, & Lee-Hsieh, 2010) and a demographic questionnaire, perceptual data were obtained from a sample (N = 130) of public, primary school teachers who were embarking on a major organizational change initiative in The Bahamas. Using multiple hierarchical regressions, the findings indicated first that there were statistically significant relationships between EMRE for change and the seven dimensions of OLC. Second, age influenced the relationship between individuals’ perception of their OLC and their EMRE for change. Third, the study found no statistically significant relationships between level of education and EMRE or COGRE for change. Finally, this study found no moderating effects and inferred no causal relationships because of low R2 values. Understanding the influence of the variables of OLC and learning motivation on individual readiness for organizational change provides valuable insight about how organization leaders can adequately prepare for and execute successful change.

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Phenomenological Study of the Mentoring Behaviors of the Four Quadrants of Situational Leadership Within the Department of Defense

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This study examined the mentoring behaviors displayed by supervisors in the four quadrants of the situational leadership (SL) model as they focus on the human resource development side of the workforce. Although no study exists that has examined the mentoring behaviors supervisors demonstrate or employ in the four quadrants of the SL model, Kram’s (1988) study was used as the base for identifying the mentoring behaviors supervisors exhibit. A qualitative phenomenological research was conducted to determine the mentoring behaviors in the four quadrants exhibited by supervisors using the SL model and found that supervisors exhibit acceptance, challenging task, coaching, exposure/visibility, and empowerment. Eight supervisors and eight followers were interviewed. The phenomenology focused on “exploring how human beings make sense of experience and transform experience into consciousness” (Patton, 2002, p. 104) and attempted to understand those “who have directly experienced the phenomenon of interest” (p. 104). This study addressed the theoretical framework of the study, research design, sample size, data collection, data analysis, and conclusion. Results are presented along with a discussion. The results will assist supervisors with developing mentoring relationships and utilizing the appropriate mentoring behavior in each SL quadrant to mentor employees. The results also will serve to assist in developing and improving employee performance and productivity that will lead to employees becoming self-directed learners to complete assigned projects and tasks.

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Personal Responsibility in the Financial Services Industry: The Cognitive Antecedents and Behavioral Consequences of an Employee

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The purpose of this research was to define and examine the cognitive antecedents and behavioral consequences of personal responsibility within the workplace. A quantitative research design was conducted on a sample of 200 full-time employees working at The Hartford. Confirmatory structural equation modeling confirmed the a priori model, a full mediation model, as the best fit to represent the relationships found within the personal responsibility model. Self-concept beliefs, as manifested by locus of control and self-efficacy, were strong predictors of one’s ascription of responsibility back to the self. Contextual job beliefs, however, were not found to predict personal responsibility and were rather an indirect influence based on the covariant relationship with self-concept beliefs. As predicted, attitudes towards personal responsibility were a strong predictor of whether one intended to engage in helpful behaviors. Therefore, helpful behavioral intentions were found as a direct consequence of personal responsibility. This study provides an extensive model that evaluates the motivational cognitions and intentions of personal responsibility within the workplace based on the theory of reasoned action framework. The findings call into question the job characteristics model as the most appropriate measure of personal responsibility, which states personal responsibility as a byproduct of autonomy. Rather, personal responsibility may be defined as a cognitive process and individual tendency to attribute the consequences of one’s action back to the self. Perhaps rather than focusing on the amount of autonomy one has within the workplace, research should focus on explaining why some employees have a higher sense of personal responsibility and test the stability of that trait. The call for future research invites greater attention and dialogue to the self-cognitions that drive one to ascribe responsibility back to the self.

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Exemplary Lives in Speech, Conduct, Love, Faith, and Purity: An Analysis of 1 Timothy 3-4 for Ethical Leadership

Abstract

Ethical leadership theory concerns the relationship between ethics and leadership. Brown, Trevino, and Harrison (2005) developed a nomological definition for the purpose of developing the ethical leadership scale that is being used widely (Eisenbeiss, 2012; Hunter, 2012). However, the whole construct of ethical leadership lacks grounding. While Brown et al.’s definition has been more commonly used to measure the effects of this version of ethical leadership, Ciulla (2014) and Eisenbeiss (2012) suggested an interdisciplinary approach to provide a stronger foundation and deeper understanding, including such subjects as effectiveness, virtue, and rule-based ethics. In order to answer this challenge to study ethical leadership with an interdisciplinary approach, this study examined 1 Timothy 3-4 for ethical leadership. The study values theology as a contributing discipline to ethical leadership, but the reader may still engage the analysis of 1 Timothy 3-4 without theological commitment. First Timothy is analyzed using sociorhetorical research, specifically the different textures of the text (Robbins, 1996) including intertexture, social texture, and cultural texture. In this light, 1 Timothy presents qualities for leadership in terms of virtue, skill, and maturity of faith. First Timothy uses categories of virtue for leaders found in contemporary and ancient sources, including military leadership and household leadership. The study concludes that ethical leaders are virtuous people, ethical leaders model to empower followers, ethical leadership is necessarily effective to certain ends, and ethical leadership is formed contextually.

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By entering my first and last name above and clicking “Learn More” below, this shall constitute my electronic signature and I expressly agree that Regent University or its third party service providers may call or text me for marketing purposes at the number I provide above, including through the use of an automatic telephone dialing system and/or artificial or prerecorded voice or message according to the TCPA Terms & Conditions below. Providing this consent is not required to obtain any good or service.

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A Correlation Analysis of Person-Job Fit, Job Satisfaction, and Motivational Gifts of Entrepreneurs

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The purpose of this research is to extend the inaugural work of DellaVecchio and Winston’s (2004) Romans 12 motivational gifts profile. The research explores the differences in job satisfaction and person–job fit based upon the seven Romans 12 motivational gifts profiles. Specifically, the research examines the variables while evaluating the entrepreneurial population. A convenience sample of 150 entrepreneurs from the continental United States were asked to participate in an online survey comprised of the Romans 12 motivational gifts instrument (DellaVecchio & Winston, 2004), the job satisfaction instrument (Weiss, Dawis, England & Lofquist, 1967), and the person–job fit instrument (Saks & Ashforth, 1997). Cluster analysis was used to examine and identify motivational gifts profiles among the sample. Analysis of variance was conducted to determine the differences in job satisfaction and person–job fit based upon clusters identified of the seven Romans 12 motivational gifts. Additional analysis of variance was conducted to determine which motivational gifts had a significant relationship with job satisfaction and person–job fit. The cluster analysis confirmed two significant clusters, both showing the presence of the Romans 12 motivational gifts. Analysis of variance confirmed a significantly higher correlation between one cluster with the reported high to medium scores of the seven Romans 12 motivational gifts scales. Additional correlation tests found a significant relationships between the Romans motivational gifts, job satisfaction, and person–job fit with weak Pearson product-moment correlations reported for all motivational gifts.

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