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Self Efficacy in the Leadership of Jesus

Self Efficacy in the Leadership of Jesus’ Disciples: An Inner Texture Socio-Rhetorical Analysis of the Gospel According to John

Davina Sandifer | 2015

Abstract

Leadership development is a well-known component of successful organizations. As such, leadership development programs are a viable solution for equipping employees with desired skills and characteristics. This study assessed self-efficacy as a generalizable methodology for creating effective leadership development programs. The premise was based on the validity, reliability, predictability, and generalizability of self-efficacy theory and measurement instruments. Through inner texture sociorhetorical analysis of self-efficacy in the leadership development of Jesus’ disciples, sources of efficacy and corresponding learning activities were identified. The following components of self-efficacy in the disciples’ leadership development process were found: the use of a prevalent source of efficacy to cultivate belief in specific thematic content, the utilization of multiple sources of efficacy to cultivate belief in specific thematic content, the use of a prevalent learning activity for specific thematic content, the use of a variety of learning activities to cultivate efficacy as it relates to each category of thematic content, an organized progression of the content, and learning activities facilitated by an authoritative figure. These components were adapted into the self-efficacy leadership development model, a methodology for creating leadership development programs that utilizes sources of efficacy in determining what learning content and learning activities will be most effective in accomplishing leadership development goals.

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Twelve Steps Toward Leader Humility: A Sociorhetorical Analysis of Benedict of Nursia

Twelve Steps Toward Leader Humility: A Sociorhetorical Analysis of Benedict of Nursia’s Chapter on Humility

Jake Stum | 2015

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This inductive, qualitative research study explored the construct of leader humility within the context of organizational leadership as demonstrated in the writings of Benedict of Nursia, specifically Chapter 7 of Rule of Saint Benedict. This study further sought to understand factors of humility and answer the following three research questions: What is the process of humility development as described in Chapter 7 of the Rule of Saint Benedict? Do the descriptions of organizational humility provided by Galbraith and Galbraith (2004) effectively define the construct of organizational humility promoted by the Rule of Saint Benedict? How does the organizational humility proposed by Benedict reflect or challenge current models of humility in organizational research? The research method employed in this study emerged from the theoretical approach of hermeneutics as described by Gadamer (2004) and Patton (2002), using sociorhetorical critical analysis (Robbins, 1996a) as the interpretative method with a focus on both the inner textuality and the intertextuality of Chapter 7 of the Rule. Following Robbins’ (1996b) recommended framework, the applied analyses included separate study of inner texts and intertexts. Inner texture analysis included (a) repetitive, (b) progressive, (c) narrational, (d) open-middle-closing, and (e) argumentative textures and patterns. Intertexture exploration included (a) oral-scribal, (b) cultural, (c) social, and (d) historical analysis. A progressive, descriptive model of leader humility emerged to indicate a process of development including the following steps: (a) revelation, (b) commitment, (c) abnegation, (d) submission, (e) patience, (f) honesty, (g) contentment, (h) dependency, (i) measured speech, and (g) saturation. A discussion of the research findings and implications for contemporary organizational leadership is included in addition to potential study limitations and possible future research related to this topic.

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Traditionally Inherited Leadership Among the Ewes in Togo, West Africa

Traditionally Inherited Leadership Among the Ewes in Togo, West Africa—Reasons and Beliefs: Building an Integrative Approach

Boniface Toulassi | 2015

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Leadership in Africa is still characterized by authoritarian durability—a perpetual presidential incumbency syndrome. To have a deeper understanding of this phenomenon, this dissertation used problem-focused ethnographic methods to investigate reasons and beliefs associated with inherited leadership and how agapao leadership and hope theory could be useful in the construction of an integrative approach to Ewe leadership with shared and participative leadership among the Ewe-Mina in Togo, West Africa. The study (N = 65) employed participant observation, directed observation, and interview-based participant listening with chiefs, queens, notables, royal family, youth, and a district officer to collect rich qualitative data. After coding emergent themes and categories, thick descriptions of Ewe leadership formed a foundation for analysis. Emergent themes were first analyzed using indigenous typologies and then analyst-constructed typologies before being interpreted to present an indigenous portrayal of the characteristics of the Ewe traditionally inherited leadership, its roles, and concerns—and how decisions are made. Royal ancestorship, Zipki, and Fa indicated inheritance and support for the Duto, who, with a successful role play of functional lordship and leadership, facilitates balance and control of power through his prerogative to approve or not any chief appointed by the royal council. Though hierarchical, the flow of information and communication is facilitated by a traditional organ, Kpavi, which is a framework for collegiality, participation, and representation from the people. Though male-dominated, Ewe leadership is open to youth leadership and a substantial growing female leadership with a special focus on female development and emancipation. Data also pointed at critical changes, compelling chiefs to derive their respect and worth from pragmatist and utilitarian angles of instead of from its institutionality. Drawing from the data, suggestions are offered regarding the integration of theory (agapao and hope) and leadership in the construction of the Ewe integrative approach (Togbui, Mama, and Sohefia) keeping Kpavi as a way to claim important traditional aspects.

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Development of the Authentic Followership Profile (AFP) Test Instrument

Development of the Authentic Followership Profile (AFP) Test Instrument

Leroy P. VanWhy | 2015

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Until recently, the concept of followership has been a relatively general term; an individual who was not a leader was a follower. However, just as differing types of leadership theories have emerged, followership theories are an evolving concept. One such theory is authentic followership (AF), which has only started to emerge in the last decade. Although scholars such as Avolio and Reichard (2008); de Zilwa (2014); Gardner, Avolio, Luthans, May, and Walumbwa (2005); and Goffee and Jones (2006) have developed various models and conceptualizations of AF, to date, there has been no empirical instrument to measure the construct (de Zilwa, 2014). The current research developed and validated a Authentic Followership Profile (AFP) instrument using the attributes that the aforementioned authors used to describe an authentic follower. A panel of five subject matter experts was enlisted to help define a more concise list of attributes of AF from 155 characteristics extracted from the literature. After review and adjudication, the list was narrowed to 74 items that were submitted to a sample participation group via an online survey; 301 completed responses were received. To establish test criterion-related validity, a 20-item test instrument for courageous followership (Dixon, 2003, 2006; Muhlenbeck, 2012) and a nine-item test instrument measuring antisocial behaviors (Fields, 2002; Robinson & O’Leary-Kelly, 1998) were included in the survey that established, as expected, a positive and negative correlation to AF. Component factor analysis results revealed four distinct components within the 74 characteristics that explained 52.48% of the variance. The four components include internalized moral perspective, self-awareness, relational transparency, and psychological ownership, which closely parallel the construct of authentic leadership (Northouse, 2013; Walumbwa, Avolio, Gardner, Wernsing, & Peterson, 2008) as anticipated. Reliability is very strong with Cronbach’s alphas of .84, .83, .81, and .85, respectively. The final AFP scale contains 23 items. The results of this research open a previously unavailable avenue for future scholarly exploration, as well as potential practitioner application for employee evaluation on this important followership construct.

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

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

Teresa Watson | 2015

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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

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

William D. West | 2015

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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

Service Learning Experiences and University Students’ Motivation to Lead

William Lamb | 2015

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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

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

Joanna Leontaris | 2015

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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

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

Brandolyn Love | 2015

Abstract

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

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

Sharmane C. Miller | 2015

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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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