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Innovative Behavior in Local Government: Exploring the Impact of Organizational Learning Capacity, Authentic Leadership, Psychological Empowerment, and the Moderating Role of Intrinsic Motivation

Abstract

While conventional wisdom may consider innovation in public service a paradoxical concept, an organizational cultural shift that supports knowledge sharing, learning, and exploration is essential to meet the increasing needs and demands of stakeholders. The pace of innovation is increasing in local government as a result of forward-thinking and risk-taking government leaders who partner with subject-matter experts and academic researchers who continue to transform the historical risk-adverse bureaucratic leadership to a culture that cultivates innovative behavior. This study set out to investigate cognitive and contextual factors that influence innovation in local government. The overarching purpose of this study was to investigate how organizational learning capacity, authentic leadership, psychological empowerment, and intrinsic motivation influence innovative behavior within local governments. This framework offers multitheoretical support to understand innovative behavior in local government. Through the lens of social cognitive theory, this research brings into focus how the environment, behavior, and cognitive factors contribute toward innovative behavior within local government. Drawing from self-determination theory, this study examined how psychological empowerment influences innovative behavior. Authentic leadership theory explains how employees’ perception of authentic leaders influences innovative behavior. Self-determination theory clarifies how intrinsic motivation influences the relationships between organizational learning capacity, psychological empowerment, and authentic leadership with innovative behavior. This study used a single-period cross-sectional design. Hierarchical regression analysis was applied to examine survey responses from a sample of 302 local government employees within the United States.

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Understanding Team Effectiveness in Culturally Intelligent Intercultural Teams

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Globalization has stimulated unprecedented global migration, creating and demanding cultural diversity in organizations and in their teams. Organizations today are increasingly diverse, and intercultural teams are no longer multinational concepts alone. Within national borders, populations are increasingly diverse, and organizational teams reflect this diversity. Regardless of how small cultural differences appear, they have the potential to create significant differences in how teams communicate, perform, and make decisions. Livermore (2009) argued that no two team members respond to the same cultural value in the same way. The current study expands the understanding of how culturally intelligent intercultural teams view effectiveness by identifying key themes drawn from episodic interviews with team members. The more significant emergent themes is the firmly held belief that effective intercultural teams require trust, shared values, service to others, and a respect for team and team members.

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Examining the Endorsement of Authentic Leadership, Organizational Commitment and Perceived Leader Effectiveness among Nigerian Employees

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This study examined the endorsement of authentic leadership and its relationships with follower outcomes of perceived leader effectiveness and organizational commitment among employees in Nigeria. The study contributes to the incremental understanding of cross-cultural leadership behaviors by comparing the relationship of authentic leadership with desired outcomes in Nigeria to similar relationships observed in previous studies in U.S. employees. In addition, this research examined the extent to which contingent leadership behaviors interact with authentic leadership to strengthen its relationship with employee outcomes. This study used cross-sectional survey data collected from a sample of 212 Nigerian employees across multiple industrial sectors.

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The Relationship between Perceptions of Diversity Climate and Value Congruence/Person-Organization Fit: A Focus on Nonminority and Minority Employees

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This quantitative study advances the theoretical discussion of affirming diversity climate in organizations. The study had a sample of 120 participants from various organizations throughout the metropolitan area of Atlanta, Georgia. A three-model hierarchical multiple regression and an independent-samples t test (special case of one-way analysis of variance) were used to test the relationship between perceptions of diversity climate and value congruence/person-organization (P-O) fit while comparing perceptions between nonminority and minority employees. The results support a statistical significance for the following two claims: (a) lower perceptions of diversity climate lead to lower P-O fit and (b) perception of diversity climate differs by ethnicity (nonminority vs. minority). Future research is needed to test other variables that contribute to the relationship between perceptions of diversity climate and value congruence/P-O fit, including expanding the regional scope of participants and organizations and expanding the research globally. Diversity offers a rich platform to further examine the benefits and challenges of the effect diversity, now and in the future, and how it impacts employees and organizations.

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The Effect of the Accountability Variables of Responsibility, Openness, and Answerability on Authentic Leadership

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One of the unique aspects of authentic leadership that scholars have posited is the possibility that it can be developed (Walumbwa, Avolio, Gardner, Wernsing, & Peterson, 2008). However, the paucity of research on authentic leadership as a dependent variable reveals a gap that must be addressed. The purpose of this cross-sectional quantitative study is to examine the proactive three-factor accountability theory of responsibility, openness, and answerability practices (Wood & Winston, 2007) as an antecedent to authentic leadership. Using survey results from a sample of full-time employees at private Christian higher education institutions in the United States, a predictive relationship was investigated through multiple regression analysis and a subsequent hierarchical regression analysis. The results indicated that the variables of responsibility, openness, and answerability predict the perception of authentic leadership. One-way analyses of variance, t tests, and post hoc tests were also performed to identify differences in demographic data. Significant differences were found in tenure with the leader. As was expected, high correlation was found among all four scales. The theoretical and practical implications of these findings are discussed as well as strengths and weaknesses of the study. Future directions for research of authentic leadership and proactive accountability are suggested.

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Social Identity Theory and the Prototypical Ecclesial Leader in Paul

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One does not need to look far to notice that a leadership crisis is occurring in nearly every industry and field. Leadership is central to the success of a quality-led organization, requiring support and commitment from top management. Despite attempts or perceptions that reduce the significance for a theory of ecclesial leadership, the modern leadership crises under discussion continue to reveal a more desperate need for an appropriate model of ecclesial leadership like never before. This study employs a joint methodology of social-scientific criticism and sociohistorical analysis of the epistles of 1 and 2 Timothy. The results contribute to the reduction of the paucity in literature concerning the role of social identity theory within the field of ecclesial leadership. Beyond social identity theory, the Apostle Paul employed a social identity model of leadership, through leadership succession, to promote Timothy as the prototypical leader over the ecclesia at Ephesus. From the results, the model of prototypical ecclesial leadership constructs surface comprising of (a) mimetic apprenticeship, (b) shared suffering, (c) confronting error, (d) spiritual formation, (e) wealth management, (f) public spirituality, and (g) kingdom focus. The model construct of prototypical ecclesial leadership attempts to inform the divinity academe of the solid gains made by the leadership academe in regard to the contributing construct of the Pauline prototype.

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Examining the Relationship Between Group Cohesion and Group Performance in Tuckman

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What leaders currently know about the topic of group cohesion and performance is a reflection of the literature as studied from a group-level basis. The literature has clearly asserted that group cohesion positively impacts group performance when the group is collectively studied. Greer (2012) noted individual-level analysis was needed to extend the literature on this topic. The current study serves two purposes. First, this study’s design supports research to examine the correlation between group cohesion and group performance in all stages of Tuckman’s (1965) group development model from an individual-level perspective. This view of group development, as seen from the individual’s perspective, provides leaders with valuable insight about the group life cycle at the point at which cohesion occurs. Providing leaders with the perspective of when and to what degree cohesion occurs within group development contributes to a leader’s ability to influence, motivate, and enable organizational success. Second, the study’s research design uses the Group Life Cycle Cohesion and Performance Questionnaire (GLCCPQ) created from the works of Carmeli and Waldman (2010), Dobbins and Zaccaro (1986), and D. Miller (2003). Employees of businesses associated with a southeastern U.S. metro Chamber of Commerce accessed the online GLCCPQ and provided data reflecting an individual-level perception used to examine the four study hypotheses. Using correlation analysis for each hypothesis, the expected results confirmed a positive correlation existed between the two variables (cohesion and performance) in the forming, storming, and performing stages of a group’s life cycle. The strongest correlation occurred in the forming stage, contradicting Tuckman’s findings. The lack of correlation within the norming stage data set was unexpected. The study’s conclusions contribute to leadership effectiveness in the areas of influence, motivation, and organizational success. The findings extend the literature, offering an individual-level perspective examining the correlation between group cohesion and group performance at each stage of the group life cycle and not of the group as a whole. Finally, this research design and the GLCCPQ survey offer a strong foundation to spur future research and discovery on this topic.

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Examining the Leader Development Process: The Development and Validation of a Leader Education and Development Model

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The premise of the study was to maximize the capacity of human capital and social capital relationships in organizational leaders through a multistage educational model. Traditional leader development efforts have tended to focus on the collective unit of leadership within an organization, that is, how leaders and followers interact for the greater good of the group or organization. The model suggested in this research encompasses individual leader development and interpersonal content. This research operationalized a framework for a multistage leader development model for developing individual leaders, maximizing leadership capacity, and gaining insight into the evolving process of leader development. The nascent literature of leader development theory and the multidimensional and ever-evolving construct of leader development was also examined. Utilizing Kegan’s (1980) framework of constructive-developmental theory as validated by McCauley, Drath, Palus, O’Conner, and Baker (2006), the current research operationalized Day, Fleenor, Atwater, Sturm, and McKee (2014) identified content areas for leader development (the dimensions of intrapersonal and interpersonal development) into an applicable model that can be utilized to guide leader development in organizations. A mixed-method approach was utilized to determine validity of the proposed model by conducting a single data collection from two groups (identified as subject matter experts and practitioners). The first group involved a qualitative process by interviewing five subject matter experts. The second data group consisted of 57 practitioners from industry and academia who participated via a quantitative survey. Findings indicate support of the suggested model and the emergence of the evolved leadership capital development model.

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An Examination of the Role of Spirituality in the Development of the Moral Component of Authentic Leadership through a Sociorhetorical Analysis of Paul

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This study examined the role of spirituality in the moral development component of authentic leadership in comparison to leadership principles found in the Epistle to Titus. The study of moral development was drawn from the literature on authentic leadership theory, spiritual leadership theory, and preexisting frameworks of moral agency, self-concept, and the stages of moral development. The exegetical process followed the methodology of sociorhetorical analysis and was interpreted for the moral, ethical, and leadership principles found in the pericope. The study yielded five themes of leadership from which 10 principles of leadership were discovered as found in Paul’s letter to Titus. It was found that the principles in Titus generally support the literature on the moral development component of authentic leadership theory. In the case when there were differences, it was found that principles of Titus expand and elevate the standards found in the literature. The study concluded that there is an intimate relationship between sacred and secular contexts such that the moral and ethical standards of the Christian community engage the moral standards of a given social and cultural context and reconfigures them in light of the gospel of Jesus Christ. The 10 core values of ethical behavior discovered in Titus were compared to the constructs of authentic leadership theory, spiritual leadership theory, and the core values of spirituality, and they were found to transcend each construct. The study created a framework for the future study of the core values of morality and ethics in multiple constructs: biblical, secular, and sacred.

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On Developing a Deeper Understanding of Authentic Leadership: Interpreting Matthew 3:11-5:48

Abstract

This inductive, qualitative research study explore the construct of authentic leadership within the context of organizational leadership as demonstrated within the Matthew 3:11 – 5:48 pericope. Using the Matthew 3:11 – 5:48 pericope as a foundation for authentic leadership, this study seeks to answer the following research question: How does the pericope within the Christian sacred text that describes Jesus’ baptism, temptations, subsequent start of ministry, and initial teachings as found in Matthew 3:11 – 5:48 contribute to our current understanding of how organizational outcomes are affected by leader morality when applied from within the intrapersonal, interpersonal, developmental, and pragmatic perspectives of authentic leadership? This research followed the exegetical foundation as described by Robbins (1996a, 1996b), and focused primarily on the frameworks associated with intertexture analysis and social and cultural texture analysis. Nine themes emerged from the data, suggesting the authenticity of Jesus was further enhanced through the intrapersonal perspective, the interpersonal perspective, the developmental perspective, and the pragmatic perspective. Specifically, the nine themes identified the following aspects of authentic leadership: (a) use of traditions, regulations, and pre-existing laws, (b) recitation of traditions, regulations, and pre-existing laws, (c) reconfiguration of traditions, regulations, and pre-existing laws, (d) use of reference, allusion, and echo to build authenticity as a leader, (e) use of social knowledge and its use in establishing authenticity, (f) use of reformist discourse to emphasize different authentic leadership approaches, (g) the concept of ascribed honor and its importance to authentic leaders, (h) the concept of challenge-response and its use in authentic leadership, and (i) the concept of purity and its role in authentic leadership. A discussion about the research findings and their implications to the contemporary organizational leadership context is included. This research also addresses the limitations of this study, as well as provides guidelines pertaining to possible future research related to the topic of authentic leadership studied from within a Christian worldview.

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