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.     

主管威权领导与下属前瞻行为：一个被中介的调节模型构建与检验

采用214份主管-下属配对调查数据, 考察了威权领导这一华人企业组织中特有的领导方式对下属前瞻行为的影响, 尤其是检验了下属对领导者信任的中介作用与权威主义和集体主义这两种传统价值取向的调节作用。层次回归分析结果表明：(1)威权领导与下属的前瞻行为呈显著负相关; (2)对领导者的信任在威权领导与下属前瞻行为之间起完全中介作用; (3)下属权威主义取向对威权领导与下属对领导者信任和前瞻行为之间的负向关系均具有显著的弱化效应, 并且下属对领导者的信任完全中介了威权领导与下属权威主义取向之间的交互作用对前瞻行为的影响; (4)下属集体主义取向对威权领导与下属对领导者的信任之间的负向关系具有显著的增强效应。     

Outsourcing inspiration: The performance effects of ideological messages from leaders and beneficiaries

Although ideological messages are thought to inspire employee performance, research has shown mixed results. Typically, ideological messages are delivered by leaders, but employees may be suspicious of ulterior motives—leaders may merely be seeking to inspire higher performance. As such, we propose that these messages are often more effective when outsourced to a more neutral third party—the beneficiaries of employees’ work. In Study 1, a field quasi-experiment with fundraisers, ideological messages from a beneficiary—but not from two leaders—increased performance. In Study 2, a laboratory experiment with an editing task, participants achieved higher task and citizenship performance when an ideological message was delivered by a speaker portrayed as a beneficiary vs. a leader, mediated by suspicion. In Study 3, a laboratory experiment with a marketing task, the beneficiary source advantage was contingent on message content: beneficiaries motivated higher task and citizenship performance than leaders with prosocial messages but not achievement messages.     

Choosing between conciliatory and oppositional leaders: The role of out‐group signals and in‐group leader candidates' collective action tactics

In this paper, we examine the role of out‐group signals and in‐group leader tactics in the choice and evaluation of rival in‐group leader candidates. Study 1 found preference for a negotiating in‐group leader over an oppositional leader, mediated by perceived leader effectiveness and prototypicality. In Study 2, participants chose a leader who had received out‐group endorsement, and in Studies 3 and 4, participants chose a negotiating in‐group leader where the out‐group was prepared to negotiate and an oppositional leader where the out‐group was not prepared to negotiate. In the latter three studies, there was evidence for participants being strategic in their choices: effects were mediated by effectiveness but not prototypicality. These findings suggest our understanding of collective action will be enriched through attention to the situational cues provided by out‐groups, and to the context of competing voices of collective action leadership.     

小学生领导力萌芽与发展的实证研究

摘 要 本研究以四年级学生为研究对象,通过话语分析,探究了八个无领导小组八次讨论过程中领导力的萌芽状况及其影响因素。结果发现,小学生可自发出现领导力行为,但只有两个小组会涌现出明显的领导者,并表现为独立领导和协同领导两种不同模式。对学生和教师行为的综合分析显示,学生领导力的形成与教师示范、反馈及同伴互动存在密切关系,这对学生领导力的培养具有重要的启示意义。