机会型领导、幻觉型领导:两个中国本土领导研究的关键构念

简要梳理了英语世界针对领导的"反思-批判性"研究,结合现实经验和理论思考,提出一个由"文化、社会化、组织情境和互动"4个维度构成的中国本土领导分析框架,并围绕"领导与组织成员的互动"归纳了4种领导类型。一方面,"机会型领导"和"幻觉型领导"是有效解释中国组织领导现象的关键构念;另一方面,期望中国本土的领导研究更多从"社会干预"的角度,积极反思文化资源、社会化过程及组织互动,唤醒领导者、组织成员个体的"责任意识",以规避并扼制"机会型领导、幻觉型领导"在社会组织实践中泛滥。     

企业伦理与领导效率研究--从交易型领导到转换型领导

不同的领导哲学带来不同的领导类型,按照企业领导行为的伦理道德基础和伦理价值目标,企业领导类型主要分为两类,即交易型领导和转换型领导.与交易型领导相比,转换型领导通过建立和谐、发展的伦理环境和实施积极、进取的核心管理行为,不断提高组织领导效率.转换型领导的伦理环境包括个人影响、动机激励、思维启发和员工发展四个方面的内容;转换型领导的管理核心行为主要包括行为反馈、执行训练、管理指导、网络建构、工作委派和情境学习.     

魅力领导:现代领导新风尚

新一届中央领导集体之所以令亿万民众印象深刻,除工作作风亲民务实以外,还与他们独具特色的个人魅力有关。在地方各级领导干部中,这种颇具魅力的干部也有不少。北京市市长王岐山、江苏省委书记李源潮、呼和浩特市已故市委书记牛玉儒等,他们在群众中、社会上都具有广泛的亲和力和影响力。观察他们的行为,我们可以发现一个共同的特征,就是他们都十分注重利用自身的魅力因素去影响和吸引群众。对这种领导行为,我们称之为魅力领导。那么,什么是魅力领导,魅力领导与传统领导的区别在哪里,魅力领导在现代领导中的作用有哪些呢?一、魅力领导是一种…     

现代领导与领导科学创新

领导科学创立20年来,已走过了辉煌的历程,取得了显著的成就.现在领导科学理论不仅形成了一个体系,而且成为广大领导干部从事领导工作的专业理论.     

领导力共享、垂直领导力与团队创造力：双视角研究

随着组织环境日益多变,越来越多的学者关注水平的领导力共享,即团队成员为了实现集体目标而相互影响、相互领导的一种主动的团队过程。基于过程视角和投入视角提出两个竞争模型,探讨领导力共享和授权型领导对团队创造力的作用。以安徽和湖北的14家企业92个部门共339名员工为样本,采用SPSS层级回归、相关分析和验证性因子分析等方法进行统计检验。研究结果表明,在过程视角下,领导力共享在授权型领导与团队创造力之间起中介作用;在投入视角下,领导力共享与授权型领导的交互作用负向影响团队创造力,领导力共享水平越高,授权型领导对团队创造力的作用越弱。研究结果为探讨领导力共享提供了新的研究视角,并对指导企业进行团队管理和创新管理有重要的实践意义。     

Leadership with Imperfect Monitoring

This paper provides experimental evidence on how monitoring intensity shapes the impact of leadership instruments like leading-by-example and punishment. The results show that, with low monitoring intensity, neither leading-by-example nor punishment increases cooperation if the leader can already send nonbinding signals about desired behavior. We identify two different reasons for this effect. Regarding leading-by-example, it is the cautiousness of the leader. Leaders are reluctant to recommend cooperative behavior and act accordingly, even though followers are particularly reciprocal in this context. Regarding punishment, it is the level of monitoring that matters. Monitoring of individual follower behavior increases the cooperation of leaders and followers across all treatments, but in particular, if the leader can punish uncooperative behavior. This result implies that monitoring in itself does not have a negative impact on the inclination to cooperate. It suggests that any motivational crowding out effect derives from a leader’s choice of monitoring, as it signals low trust in the followers. The paper concludes with a discussion of the implications.     

领导的本质

一、领导活动的基本要素 1.领导者 领导者是指在领导活动中担负一定的领导职务,拥有一定的权力,肩负一定的领导责任,率领、引导和组织群众实现一定领导目标的人.领导者是领导活动的主导因素,是领导活动的发起者、组织者、指挥者和领导活动结果的承担者.     

Leadership in Educational Change

With the imperative placed on schools in recent years to improve, the leadership of educational change has increased in significance. The research reported here explored and analysed the change processes in 32 schools in South Wales that have made significant changes to improve pupil achievement. Various triggers initiated the improvement journey and the schools faced numerous challenges. Although the improvement journey was variously configured, there appeared to be sequential stages: pre-acceleration, acceleration and post-acceleration. The organizational leadership needs in those different stages were diverse and in schools where change had been successfully engineered, leadership was enacted differently with diverse themes emerging in the various phases. The findings have important implications for the leadership of change in a range of institutions such as those in the public and voluntary sectors which have multiple and often conflicting objectives, a multiplicity of stakeholders and are staffed by professionals. The paper illustrates the changing nature of leadership in the journey of organizational change which may help to explain the absence in the literature of the characteristics or the key actions that are the essence of good leadership. The paper concludes by modelling the dimensions of improvement that the leader must influence at an institutional and individual level to bring about educational change. These dimensions are effectiveness, reflective capability and adaptive capability.     

Leadership in complex organizations

This paper asks how complexity theory informs the role of leadership in organizations. Complexity theory is a science of complexly interacting systems; it explores the nature of interaction and adaptation in such systems and how they influence such things as emergence, innovation, and fitness. We argue that complexity theory focuses leadership efforts on behaviors that enable organizational effectiveness, as opposed to determining or guiding effectiveness. Complexity science broadens conceptualizations of leadership from perspectives that are heavily invested in psychology and social psychology (e.g., human relations models) to include processes for managing dynamic systems and interconnectivity. We develop a definition of organizational complexity and apply it to leadership science, discuss strategies for enabling complexity and effectiveness, and delve into the relationship between complexity theory and other currently important leadership theories. The paper concludes with a discussion of possible implications for research strategies in the social sciences.     

再论领导魅力

重点论述了领导魅力的基本内容，提出了培养和提高领导魅力的基本途径与方法。