How Great Leadership Communication Yields Positive Job Satisfaction Scores

[We’re pleased to welcome authors Julian Erben of the University of Koblenz-Landau and Frank Schneider of the University of Mannheim. Erben and Schneider recently published an article in the International Journal of Business Communication entitled “In the Ear of the Beholder: Self-Other Agreement in Leadership Communication and Its Relationship With Subordinates’ Job Satisfaction,” co-authored by Michaela Maier. From Erben and Schneider:]

There is no doubt that effective leadership communication is one of the key factors for an organization’s success. But how good is leadership communication in the reality of everyday business? To answer this question, it’s not enough to rely solely on leaders’ self-ratings. Armed with a new instrument to assess the perceived quality of a leaders’ communication from the leaders own perspective and the perspective of their respective subordinates, we 17124643767_c7e281926f_z.jpgwere curious to explore how the perception of leadership communication within a leader-subordinate dyad may differ, and how different perceptions are related to concrete organizational outcomes.

The findings in this study underline the importance of taking into consideration both leader and subordinate perceptions of leadership communication. Results show, that they may in fact differ, and whether they differ or not is substantially related to relevant outcomes. It particularly points out the desirability of congruent positive perceptions of leadership communication as it appears to be a clear indicator of high job satisfaction of subordinates.

This has practical implications for the teaching and training of leadership communication, especially the importance of developing supervisory training programs that enhance the communicative behaviors of leaders and at the same time make them more perceptive for how their subordinates see things.

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Using Theory Elaboration to Make Theoretical Advancements

[We’re pleased to welcome author Herman Aguinis of George Washington University. He recently published an article in Organizational Research Methods entitled, “Using Theory Elaboration to Make Theoretical Advancements,”co-authored by Greg Fisher of Indiana University. From Aguinis:]

“Our field is rapidly being pulled apart by centrifugal forces. Like a supernova that once packed a wallop, our energy is now dissipating and we are quickly growing cold”
Donald Hambrick (2004, p. 91)

“Like symphony orchestras that play a repertoire of a dozen baroque and classical composers year in and year out, management research can sometimes appear like a living museum of the 1970s.”
Jerry Davis (2010, p. 691)

As highlighted by the above two quotes, theory development in the management field is fragmented and lacks novelty. What then can we do about this?

We propose that one way to address the opposing forces of fragmentation and lack of novelty is to adopt an approach to theory development that has loosely been referred to as theory ORM_72ppiRGB_powerpoint.jpgelaboration. Lee, Mitchell and Sablynski (1999) suggested that “Theory elaboration occurs when preexisting conceptual ideas or a preliminary model drives [a] study’s design” (p. 164) and they contrasted it with theory generation that “occurs when the inquiry’s design produces formal and testable research propositions” and theory testing that “occurs when formal hypotheses or a formal theory determines the study’s design” (Lee et al., 1999, p. 164). We provide a more comprehensive definition of theory elaboration as the process of conceptualizing and executing empirical research using pre-existing conceptual ideas or a preliminary model as a basis for developing new theoretical insights by contrasting, specifying, or structuring theoretical constructs and relations to account for and explain empirical observations.

To better understand theory elaboration we identified published articles that have implicitly or explicitly adopted such an approach, and although the overall number of articles is small we recognized that many such articles are among the most highly cited and impactful in the management field. We therefore set about to codify such an approach. To do so we used a reverse-engineering process to extract fundamental features of impactful theory elaboration studies.

Our goal is adopting such a reverse engineering process was to explain how to conduct a theory elaboration study, to offer illustrations of how to use particular tactics to achieve specific theory advancement goals, and to point out particular contexts and circumstances where theory elaboration is most fruitful. As such our paper serves as a catalyst for “cloning” the important theoretical advancements that have been achieved by the handful of studies that have adopted a theory elaboration perspective.

From this reverse engineering process we describe seven specific tactics for conducting a theory elaboration study:

  • Horizontal contrasting – contrasting observations across different contexts
  • Vertical contrasting – contrasting observations across different levels of analysis
  • New construct specification – identifying and defining new constructs
  • Construct splitting – identifying a need or oppo
    rtunity to break a broad construct into specific constructs
  • Structuring specific relations – defining/redefining a specific relation between two constructs
  • Structuring sequence relations – providing an explanation of a sequence of events or relations
  • Structuring recursive relations – Accounting for a recursive relation between two or more entities over repeated interactions

We link each of these tactics with different types of theory advancements and we provide a sequential decision-making process for deciding whether to adopt a theory elaboration approach. Finally, we identify research domains and specific topics in OBHR, strategic management, and entrepreneurship for which theory elaboration is likely to be highly effective as a means to make theoretical advancements. We believe that theory elaboration holds a great promise as a perspective to empower scholars to overcome some of the current challenges associated with theory advancement in the management field.

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CEO Characteristics That Influence A Firm’s Investing Strategy

[We’re pleased to welcome author Bruce C. Rudy of The University of Texas at San Antonio. He recently published an article in Business & Society entitled “The Chief Political Officer: CEO Characteristics and Firm Investment in Corporate Political Activity,” co-authored by Andrew F. Johnson. From Rudy:]

In setting outB&S_72ppiRGB_powerpoint.jpg to study what drives organizations to engage in corporate political activity (CPA), my coauthor (Andrew F. Johnson, Ph.D.) and I were struck by how little was known about the role that the firm’s leader played in this regard.  This was especially surprising considering that we have a well-researched theory on the influence of the firm’s leader on its strategic choices (i.e., Upper Echelons Theory).  When we combined the concepts underpinning CPA and Upper Echelons Theories, a number of novel ideas emerged and we knew we had the opportunity to make important contributions to both theories.  The data we collected supported many of these ideas.  We are thrilled that Business & Society has provided us the opportunity to share our research with you.

The full abstract to their article is below:

Research on corporate political activity has considered a number of antecedents to a firm’s engagement in politics. The majority of this research has focused on either industry or firm-level motivations that lead to corporate political activity, leaving the role of the firm’s leader noticeably absent in such scholarship. This article combines ideas from Upper Echelons Theory with research in corporate political activity to bridge this important gap. More specifically, this research utilizes CEO demographic characteristics to determine (a) whether a firm will invest in political activity and (b) how these characteristics influence the particular approach to political activity the firm undertakes. Considering 27 years of data from large U.S. firms, we find that a CEO’s age, tenure, functional, and educational backgrounds influence whether and how the firm invests in political activity.

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Navigating the Study of Executive Leaders’ Spirituality

[Wejmia_26_1-cover’re pleased to welcome Dr. Stuart Allen, Associate Professor at Robert Morris University in Organizational Leadership. Allen recently published an article in Journal of Management Inquiry entitled “Navigating the Study of Executive Leaders’ Spirituality: André Delbecq’s Journey.” From Allen:]

We first began to communicate with André Delbecq in 2014. After reading his articles and hearing him speak at conferences we were eager to include him in an instructional video we were working on that addressed the role of spirituality in leadership and the workplace. André invited us to visit him at his home in San Francisco in early 2015 to video-record an hour long discussion. André is a renowned figure in the Academy of Management, and especially in the Management Spirituality and Religion (MSR) Interest Group, due to his long history of contributions to the management field (over 225 scholarly articles) and his pioneering work on topics such as the Nominal Group Technique. In his late career, in the late 1990s, André began to focus on executive leadership spirituality, publishing various accounts of his approach in delivering seminars on this topic to his graduate management students at Santa Clara University, where he served as senior fellow in the Ignatian Center for Jesuit Education and professor of management in the Leavey School of Business.

In the months following the interview, while editing the video footage, we realized that we had much more content than we could include in our initial video; we also recognized the depth of André’s rich experience and warm approach in sharing his experiences and perspective. After seeing an article about Fred Luthans (Sommer, 2006) in the unique Meet the Person format included in the Journal of Management Inquiry (JMI), we contacted André and JMI’s editors to gauge interest in an article in this format about André. In August 2016 we met with André for a second interview at the Academy of Management’s 2016 Annual Conference in Anaheim and spent another 90 minutes with André. He elaborated on some of the earlier issues we had explored with him while adding a great focus on his career and experiences as a pioneering teaching practitioner and author. By this time, we had come to know André better, and later that same morning we presented a panel with him and Jody Fry.

Wanting to see the interviews published, we finished the manuscript in September 2016 and sent it to André for his review and approval. He responded on October 1 letting us know that we could publish the article, but also letting us know he was experiencing some health challenges and would be heading to hospital. Twelve days later we heard of André’s passing. This was a challenging end to the beginning of great friendship as we were just getting to know André at a new level. We were also awed by his generosity and commitment to scholarship through the detailed comments we received in his review, even when he was ill and about to go to the hospital.

This article reports on the two interviews, providing a broader picture of André’s career and experiences as a pioneering scholar and teacher. André also shared some of his thinking about the current state of the MSR field and opportunities for new research. He has shared his thoughts on how to approach the challenges of researching new topics and the rewards he received for doing so. It is hard to communicate the full essence of the experience of working with André, who was a wise, patient, generous, bold, and joyful person to be with. He exemplified the transformative presence of a great leader and scholar. We were honored with the opportunity to capture his thoughts and experiences at what unexpectedly turned out to be the end of his life. Anyone who knew André, is interested in MSR research, teaching, and scholarship, or those seeking to learn from the example of pioneering scholar might enjoy reading the interview.

 

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How to Promote More Inclusive and Equitable Ways of Managing

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[We’re pleased to welcome Stephen Allen of the University of Hull, UK. Stephen recently published an article in Management Learning entitled “Learning from Friends: Developing appreciations for unknowing in reflexive practice.”  From Stephen:]

  • What inspired you to be interested in this topic?

The concept of ‘reflexivity’ (involving appreciating and exploring how our knowing about being in a world is situated historically, socially, culturally and materially) has been a key interest in my research over the past six years or so.  This article was developed around my interest in understanding more about what being reflexive can mean for our day-to-day practice.  From attending a Quaker meeting over the past four or so years I began to wonder how Quaker processes could be seen to offer images of what it means to practice reflexivity in how we conduct ourselves.  The potential to consider how the Quaker ‘Business Method’ can help us to embrace our inevitably limited view of the world, our unknowing, is fascinating.

  • Were there findings that were surprising to you?

This is a conceptual paper so there are not really ‘findings’ as such.  However, through writing the paper I became increasingly surprised and impressed by the intellectual quality of Quaker ideas and processes for helping us to explore how we can better come together in the pursuit of equitable and democratic ways of working and living.  Understanding how we can interac
t with others in light of an awareness of our inevitably limited view of the world I see as a crucial challenge in how we go about organising ourselves.  The article hopefully offers some insight in this area.

  • How do you see this study influencing future research and/or practice?

As mentioned the article is all about exploring reflexivity in practice.  It offers images of possible ways that we can hopefully make wise decisions together.  There are a lot of opportunities for future research in relation to Quaker processes – I mention some in the article – and so my hope is that these 350 year old ways of organising which have seen limited academic attention become more interesting to researchers.

 

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How Does Organization Culture Act As A Driver Of Competitive Advantage?

[We’re pleased to welcome back Pankaj M. Madhani of ICFAI Business School (IBS). Pankaj cbrpublished an article in Compensation & Benefits Review entitled “Sales Organization Culture, Compensation Strategy and Firm Valuation.” Notes from Madhani:]

The culture of sales organization is comprised of fundamental principles and beliefs that are shared by its members and hence determines the norms that dictate how sales employees should think and behave. In addition to this, compensation systems promote behaviour of sales employees that ultimately becomes dominant behaviour in the sales organization. Thus, many sales organizations today are focusing on their culture as a strategic tool, deciding what it should be, aligning with strategic goals, business strategy and sales compensation design. Sales organization culture is defined both in terms of its causes and effects such as process-oriented culture and outcome-oriented culture, respectively.

A process-oriented culture focuses on behavior controls and emphasizes sales behaviors, whereas an outcome-oriented culture focuses on outcome controls and emphasizes sales outcomes. This research provides various frameworks and models for establishing relationship between organization culture and compensation structure and deriving its impact on sales performance. Study also provides numerous illustrations to calculate optimal compensation structure and corresponding organization culture to achieve maximum valuation of sales organization. An effective sales performance supported by an appropriate compensation strategy and culture of sales organization plays a significant role in determining financial performance, enhancing valuation of the sales organizations and increasing competitive advantage in the market place.

 

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Learning to Lead: A Comparison of Women’s and General Leadership Development Programs

6109345368_004befc070_z[We’re pleased to welcome Keimei Sugiyama of Case Western Reserve University. Keimei recently published an article in Journal of Management Education with co-authors Kevin V. Cavanagh, Chantal van Esch, Diana Bilimoria, and Cara Brown entitled “Inclusive Leadership Development: Drawing from Pedagogies of Women’s and General Leadership Development Programs.” From Keimei:]

The importance of leadership development training focused on women has been well understood given the challenges of overcoming gender biases, stereotypes and unwritten rules that affect women in their leadership identity transition.  Yet there have also been shifts in how we think about the important qualities of leaders such that general programs include enhancing competence in self-awareness and emotional and social skills, making the work of leadership not just about meeting business demands but also about meeting the interpersonal needs of an increasingly globalized and diverse workforce.  If this is the case, then does there continue to be a need for women-focused programs or has our very understanding of leadership shifted enough to include women?

In this context, we were inspired to compare general and women’s leadership development programs in order to explore the following questions:

  • Are general and women’s leadership development programs becoming more similar or do they remain distinct in assumptions of what “leadership” is?
  • How do these assumptions affect how relating to others is addressed in developing as a leader?
  • How do these assumptions address the leadership identity transition of understanding both self and others to develop leadership capabilities?

What we found was that although General Leadership Development Programs JME(GLDPs) and Women’s Leadership Development Program (WLDPs) shared similar themes of leadership development, there was a stark contrast in what each type of program emphasized.  GLDPs were more likely to reflect assumptions of a leader as an independent self, separate from others, and manifested in more agentic and transactional leadership approaches.  WLDPs were more likely to reflect assumptions of a leader as a relational self, learning through connecting with others, and approaching the transition to leadership as relational and identity-based.  Given these contrasts and the challenges that continue to face women in the transition to leadership, we concluded that WLDPs do continue to offer significant value in supporting the advancement of women in leadership.

What surprised us in this study is that despite acknowledgement of the global context of the increasingly diverse workforce, both types of programs in their descriptions did not directly highlight how leadership involves being inclusive of multiple diverse identities and intersectionality (e.g., being a woman of color). We suggest that highlighting the importance of inclusive leadership that both values uniqueness and creates belonging for diverse multiple identities is important for any leadership development program.

We also developed a model that integrates pedagogies implicit in both types of programs to suggest a framework for inclusive leadership development. We anticipate that this framework will be helpful in better balancing and promoting more inclusive approaches to leadership in both types of programs. We also hope that this model helps to expand the research on inclusive leadership and informs new pathways for leaders to be developed in ways that value and enhance all their meaningful identities.

The abstract for the paper:

Trends in extant literature suggest that more relational and identity-based leadership approaches are necessary for leadership that can harness the benefits of the diverse and globalized workforces of today and the future. In this study, we compared general leadership development programs (GLDPs) and women’s leadership development programs (WLDPs) to understand to what extent program descriptions addressed inclusive leadership—leadership that draws on relational skills to value both the uniqueness and belonging needs of diverse identities to create business effectiveness for the long term. GLDPs predominantly reflected pedagogical assumptions of separate knowing, development of the autonomous self, and masculine leadership approaches of agentic and transactional leadership. In contrast, pedagogical assumptions of connected knowing, development of the relational self, and relational and identity-based leadership approaches were more prevalent in WLDPs. These findings suggest that WLDPs continue to offer significant value to supporting women leaders in their advancement, yet both WLDPs and GLDPs can do more to be inclusive of additional diverse identities to better develop leaders of the future who can lead with inclusive behaviors. We suggest a pedagogical framework for inclusive leadership development that may better balance and promote synergies between achieving business priorities and relating to others and their diverse identities.

You can read “Inclusive Leadership Development: Drawing from Pedagogies of Women’s and General Leadership Development Programs” from Journal of Management Education free for the next two weeks by clicking here. Want to be the first to know about the latest research published by Journal of Management EducationClick here to sign up for e-alerts!

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