Bullying in work groups: The impact of leadership

The aim of this study is to examine whether and how laissez‐faire, transformational, and authentic leadership styles are related to the occurrence of bullying in work groups. It is hypothesized that the investigated leadership styles have direct associations, as well as indirect associations through group cohesion and safety perceptions, with indicators of bullying among subordinates. Using a cross‐sectional survey design, the variables were assessed in a randomly selected sample comprising 594 seafarers from two Norwegian shipping companies. Laissez‐faire leadership was associated with an increased risk of exposure to bullying behavior, self‐labeled victimization from bullying, and perpetrated bullying. Transformational leadership and authentic leadership were related to decreased risk of exposure to bullying behavior. Authentic leadership contributed to the variance in bullying beyond laissez‐faire and transformational leadership. Analyses of indirect effects showed that the association between transformational leadership and bullying was fully mediated through safety perceptions, whereas a partial indirect association through safety perceptions was found for authentic leadership. This study makes a significant contribution to the literature by providing evidence for how leadership styles predict workplace bullying. The findings highlight the importance of recruiting, developing, and training leaders who promote both positive psychological capacities and positive perceptions among their subordinates.     

分化与整合——家长式领导研究的走向

作为本土领导研究的典范,郑伯埙团队研究的家长式领导理论对本土的理论构建与主位研究方法做出了重大贡献。然而,由于威权维度与德行和仁慈维度负相关、家长式领导这一构念与其三个维度之间的关系不明晰等问题的存在,该理论在发展中遇到了问题。目前,围绕家长式领导,出现了单维与多维并存、本土理论与外域理论竞争的多重格局。本文在对家长式领导的构念进行剖析后,总结了目前相关的实证研究,重点评析了该理论遇到的问题,并在此基础上从解决构念的内在矛盾、扩大研究层次及中西对比三个方面对未来的发展方向提出了建议。     

仁慈型领导研究述评

仁慈型领导是指领导者对部属表现出个别、全面而长久的关怀,是一种具有建设性、最受部属欢迎的领导行为.相关研究主要集中在仁慈型领导与领导-部属交换、变革型领导和伦理型领导等其他类型领导方式的异同及其在组织中的功效上.实证研究表明,仁慈型领导对下属的工作满意度、组织承诺和工作绩效等许多积极工作结果均存在显著的正向影响.未来研究应从仁慈型领导影响领导效能的中介和调节变量等研究内容以及使用追踪研究和多层次研究等研究设计两方面展开.     

中国组织情境下破坏性领导行为的诱因：一项追踪研究

破坏性领导行为的危害不容忽视, 然而, 学术界对于这一领域的探究尚处起步阶段。本研究首先在中国组织情境下, 采用质化研究与量化研究相结合的方式, 探讨破坏性领导的结构维度, 开发破坏性领导的测量量表; 然后以"管理者及其下属配对"为研究对象, 采用追踪研究设计, 收集"管理者－员工"配对数据, 运用结构方程模型、多元回归分析以及多层线性模型技术进行统计分析, 探讨破坏性领导行为的诱因。具体包括三个研究：(1)中国组织情境下破坏性领导的结构与测量研究; (2)破坏性领导行为的诱因：基于个体特质与组织情境视角的跨层次的追踪研究; (3)破坏性领导行为的诱因：基于下属特征视角的追踪研究。研究结果有助于澄清中国组织情境下破坏性领导的内涵与维度结构, 识别与测量中国组织情境下的破坏性领导行为, 揭示个体特质对破坏性领导行为的影响效应, 探明诱发破坏性领导行为的组织情境因素和下属特征因素。     

Leadership and approaches to the management of workplace bullying

Leadership behaviour has been identified as an important antecedent of workplace bullying since managers may prevent, permit, or engage in the mistreatment of others. However, the issue of how managers respond when bullying occurs has received limited attention. With this in mind, the aim of this study was to explore how managers behave when bullying occurs in their work group and to elucidate the contextual issues that underlie this behaviour. This was achieved through analysis of in-depth interviews with individuals involved in cases of bullying. The findings revealed a typology of four types of management behaviour in cases of bullying, each underpinned by contextual factors at the individual, group, and organizational levels. The study shows that the role of leadership in workplace bullying is more complex than previously thought and suggests several ways in which managers and organizations could deal with bullying behaviour.     

Moving from patches to quilts: developing self-aware,reflective leaders through curriculum innovation based on a Patchwork Text approach

A Patchwork Text is a creative approach to learning and assessment based on short pieces of reflective writing to promote deep, meaningful reflection. A five-year study was undertaken to explore whether this approach supports postgraduate students’ personal and academic development and the factors that influenced student experience, within one UK university. Our adapted approach encompasses patches of reflection, a structured Reflective Journal, formative feedback, and action learning within a constructively aligned curriculum. Between 2010 and 2015, 100 students attended the MSc Leadership Development programme and 71% (n=71) completed a questionnaire at the end of the first module. The questionnaire contained mainly open questions. The overwhelming majority of responses (89%, n=63) reported their experience of action learning was extremely positive. Eighty-five percent (n=58) reported that the Patchwork Text approach supported their academic development. Seventy-five percent (n=52) agreed the approach was helpful in relation to their summative assessment which comprised a reflective integrated portfolio. Thematic framework analysis of the qualitative data suggests the Patchwork Text approach increased self-awareness and insight; deepened and promoted on-going reflection; and facilitated critical thinking, analysis, and synthesis thereby enabling completion of the summative assignment. Findings suggest the adapted Patchwork Text approach increased students’ self-awareness as well as supporting them with both their summative assignment and the development of academic writing skills.     

胜任力对农村小学校长工作满意度的影响:领导效能与职业认同的中介作用

本研究基于综合激励理论考察了领导效能和职业认同在胜任力与农村小学校长工作满意度关系中的链式中介效应,使用胜任力量表、领导效能量表、职业认同量表和工作满意度量表对随机抽取的269名农村小学校长进行调查。研究显示：（1）胜任力、领导效能、职业认同与工作满意度这四个变量均两两显著正相关;（2）胜任力、领导效能、职业认同均显著正向预测农村小学校长工作满意度,胜任力、领导效能会正向预测职业认同,胜任力会正向预测领导效能;（3）领导效能中介了胜任力与农村小学校长工作满意度之间的关系;（4）职业认同中介了领导效能与农村小学校长工作满意度之间的关系。因此,领导效能和职业认同在胜任力与农村小学校长工作满意度之间起链式中介作用。     

Leadership in community mutual support groups for mental health: A qualitative case study from the leaders' perspective

This study explores the experience of leadership of member‐led community‐based mental health mutual support groups. Recent research has documented factors that affect these groups, including leader well‐being, but little is known about the experience of leadership at the individual level. We aimed to understand more about the experience of leadership and how leading members conceptualise their roles. Individual semi‐structured interviews were conducted with 14 leaders of a community mental health mutual support group in England and thematically analysed. Three themes were identified through which leading members conceptualised their roles and group dynamics: (a) “It's a family”; (b) professional values; and (c) working as a team. These knowledge frameworks appeared to influence leaders' well‐being and conceptualisations of their role. The potential impact of this on group stability is discussed. Recommendations are made that group and individual‐level processes be considered together in future research in mental health mutual support contexts due to their interconnected nature.