Preventing Prisoner Abuse: Leadership Lessons of Abu Ghraib

The abuse of prisoners by U.S. soldiers at Abu Ghraib had far-reaching consequences, leading many people around the world to question the legitimacy of U.S. goals and activities in Iraq. Drawing on extensive unclassified reports from multiple investigations that followed Abu Ghraib, this article considers both psychological and social-situational factors that contributed to ethical failures there. This analysis suggests that leaders need to be more attuned to the developmental stage of subordinates and take appropriate steps to reinforce ethical behaviors. From a psychological standpoint, young adults especially are strongly inclined to behave in accord with social conventions and pressures around them. Particularly in ambiguous circumstances, it is important that standards of behavior be clear and explicit throughout all phases of an operation and that leaders at all levels represent and reinforce those standards.     

A Study on School Leaders' Ethical Orientations in Taiwan

The purpose of this study is to explore the ethical orientations of Taiwan's school leaders by means of a questionnaire survey of 573 school leaders. A multidimensional ethical framework, including utilitarianism, justice, care, critique, and virtue, was used. The results demonstrate that the most frequent ethical orientation of Taiwan's school leaders is justice. Second, the ethical orientation of Taiwan's school leaders is influenced by Confucian ethics to some degree, especially in terms of virtue ethics. However, the ethical orientation of school leaders significantly varies depending on gender, age, position, years of teaching experience, and educational administration ethics training.     

Mechanisms of Corporate Social Responsibility: The Moderating Role of Transformational Leadership

Literature reviews have repeatedly emphasized the need to further investigate relationships between corporate social responsibility (CSR) and micro-organizational variables. The present research attempts to address this call by examining the direct and indirect relationship between individual perceptions of CSR and employees’ organizational citizenship behaviors (OCBs). Multiphasic data from 207 workplace supervisor–subordinate dyads recruited from an online panel were analyzed to show that organizational identification mediated the relationship between CSR and OCBs. Furthermore, supervisor transformational leadership style moderated the mediation, such that the indirect effect of the organizational identification on the relationship between CSR and OCBs became nonsignificant under low transformational leadership. Based on these results, we make suggestions for using embeddedness programs to improve perceptions of CSR.     

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.