Culture Specific and Cross-Culturally Generalizable Implicit Leadership Theories: Are Attributes of Charismatic/Transformational Leadership Universally Endorsed?
In: Leadership Quarterly, Band 10, Heft 2
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In: Leadership Quarterly, Band 10, Heft 2
SSRN
In: Colección Tiempo Presente
World Affairs Online
chapter 1. Societal culture and leadership : GLOBE history, theory, and summary of previous findings -- chapter 2. Selective review of the literature on culture, leadership, and upper echelon theory -- chapter 3. Rationale, theoretical framework, hypotheses, research design, and snapshots of findings -- chapter 4. Research methodology and design -- chapter 5. Strategy for measuring constructs and testing relationships -- chapter 6. Psychometric evidence for leadership and outcome constructs -- chapter 7. CEO leadership behavior across cultures : the linkage with cultural values and culturally endorsed implicit leadership theory -- chapter 8. Leadership effectiveness across cultures : the linkage with CEO behaviors -- chapter 9. CEO leadership effectiveness across cultures : the effect of fit and behavior -- chapter 10. CEO leadership effectiveness across cultures : superior and inferior CEOs -- chapter 11. Conclusions, implications, and future research
In: Social sciences & humanities open, Band 9, S. 100825
ISSN: 2590-2911
What kind of relationship do we have with artificial beings (avatars, puppets, robots, etc.)? What does it mean to mirror ourselves in them, to perform them or to play trial identity games with them? This volume addresses these questions from artistic and scholarly angles. Contributions on the making of »technical others« and philosophical reflections on artificial alterity are flanked by neuroscientific studies on different ways of perceiving living persons and artificial counterparts. The contributors have achieved a successful artistic-scientific collaboration with extensive visual material
Introduction. The concept of "discipline" has not been thoroughly investigated in psychology yet. In addition, a system of military higher education needs for new psychological knowledge on discipline structure and its formation. The aim of the research was to reveal poly-systemic characteristics of selfdiscipline concerning its psychological components and interrelations between them. Methodology and research methods. The research was based on the polysystemic approach and the theory of "meta-individual world", which establishes a heterogeneous nature of an individual. The questionnaire on discipline was the main diagnostic tool, which was approved to be reliable and valid. Confirmatory factor and comparative analysis were used to process the results obtained.Results and scientific novelty. For the first time, the poly-system origin of discipline has been revealed theoretically, logically and empirically. Its composition and changing structures according to a poly-system criterion were described. The structure of discipline included the following indicators: "obedience from childhood", "self-restraint", "social motives", "orientation to result", "acceptance of self-responsibility" and "consciousness". According to internal and external factors, which have an impact on discipline, its systems were distinguished as follows: social discipline, self-discipline and shared discipline. Three models were tested: a unitary model (without allocation of discipline systems), a dual parallel model (with independent systems of social discipline and self-discipline) and a dual overlapping model (composite). Compared to the other two models, the advantage of composite model was justified. However, one-factor, twofactor and three-factor analysis showed that each of models has its advantages and significance. It was shown that components (indicators) of discipline were redistributed variously in different models. The obtained results were explained by the integrative effects, which are similar to a structural isomerism: the same components of discipline can be the part of several systems. On this basis, the authors proposed the idea that latent factors switch discipline components from one system to the other.Practical significance. The materials of the present publication have practical value for the specific ways to form and strengthen the discipline of military students. To develop this important capacity within military personnel in the educational process, it is necessary to use external and internal resources in combination (i.e. components of social discipline and self-discipline). To provide more effective assessment of students' professional suitability, it is recommended to pay attention to discipline diagnostics in the process of selection of entrants for admission to military educational institutions, and in particular, to determine the expressiveness of indicators of self-restraint and obedience from childhood. ; Введение. В настоящее время в психологии остается недостаточно разработанной проблематика, связанная с таким личностным качеством, как дисциплинированность. Вместе с тем в практике военных вузов ощущается потребность в новых психологических знаниях о ее структуре и возможностях формирования. Цель исследования, которому посвящена статья, – выявить полисистемные особенности дисциплинированности с учетом состава ее психологических компонентов и возникающих между ними отношений. Методология и методики. В работе использовались положения полисистемного подхода и концепции «метаиндивидуального мира» (МИМ), которая доказывает гетерогенную природу личности. Основным диагностическим инструментом был оригинальный вопросник дисциплинированности, прошедший проверку на валидность и надежность. При обработке полученных результатов применялись методы конфирматорного факторного и сравнительного видов анализа. Результаты и научная новизна. Впервые теоретически, логически и эмпирически установлено полисистемное устройство дисциплинированности. Описаны ее состав и структуры, изменяющиеся по полисистемному критерию. В состав дисциплинированности включены показатели «послушание с детства», «строгость к себе», «социальные мотивы», «ориентация на результат», «принятие ответственности на себя», «осмысленность». Согласно внутренним и внешним факторам, оказывающим влияние на дисциплинированность, выделены ее системы: социальная, самодисциплина и область их общего функционирования. Протестированы три модели: унитарная (без выделения систем дисциплинированности), дуальная параллельная (с независимыми системами социальной дисциплинированности и самодисциплинированности) и дуальная с пересечениями (композитная). Обосновано преимущество композитной модели в сравнении с двумя другими. Однако однофакторный, двухфакторный и трехфакторный анализ показал, что каждая из моделей обладает своими достоинствами и является значимой. Выяснено, что в разных моделях компоненты (показатели) дисциплинированности перераспределяются различным образом. Полученные результаты объясняются эффектами интеграции, подобными структурной изомерии: одни и те же компоненты дисциплинированности могут входить в структуры не одной, а нескольких ее систем. На этом основании выдвинута идея о латентных факторах, переключающих компоненты дисциплины с одних систем на другие. Практическая значимость. Материалы публикации имеют практическую ценность для конкретизации путей становления и укрепления дисциплинированности курсантов военных вузов. Для формирования этого важного качества военнослужащих в учебно-воспитательном процессе следует использовать совместно, а не по отдельности внешние и внутренние ресурсы (т. е. компоненты социальной дисциплинированности и самодисциплинированности соответственно). При отборе абитуриентов в военные учебные заведения, с целью обеспечения более эффективной оценки их профпригодности, рекомендуется уделять внимание диагностике дисциплинированности, в частности определению выраженности показателей строгости к себе и послушания с детства.
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In: The European legacy: the official journal of the International Society for the Study of European Ideas (ISSEI), Band 15, Heft 4, S. 493-539
ISSN: 1470-1316
In: The leadership quarterly: an international journal of political, social and behavioral science, Band 10, Heft 2, S. 219-256
The fourth edition of Community Organizing and Community Building for Health and Social Equity provides both classic and recent contributions to the field, with a special accent on how these approaches can contribute to health and social equity. The 23 chapters offer conceptual frameworks, skill- building and case studies in areas like coalition building, organizing by and with women of color, community assessment, and the power of the arts, the Internet, social media, and policy and media advocacy in such work. The use of participatory evaluation and strategies and tips on fundraising for community organizing also are presented, as are the ethical challenges that can arise in this work, and helpful tools for anticipating and addressing them. Also included are study questions for use in the classroom. Many of the book's contributors are leaders in their academic fields, from public health and social work, to community psychology and urban and regional planning, and to social and political science. One author was the 44th president of the United States, himself a former community organizer in Chicago, who reflects on his earlier vocation and its importance. Other contributors are inspiring community leaders whose work on-the-ground and in partnership with us "outsiders" highlights both the power of collaboration, and the cultural humility and other skills required to do it well. Throughout this book, and particularly in the case studies and examples shared, the role of context is critical, and never far from view. Included here most recently are the horrific and continuing toll of the COVID-19 pandemic, and a long overdue, yet still greatly circumscribed, "national reckoning with systemic racism," in the aftermath of the brutal police killing of yet another unarmed Black person, and then another and another, seemingly without end. In many chapters, the authors highlight different facets of the Black Lives Matter movement that took on new life across the country and the world in response to these atrocities. In other chapters, the existential threat of climate change and grave threats to democracy also are underscored. View the Table of Contents and introductory text for the supplementary instructor resources. (https://d3tto5i5w9ogdd.cloudfront.net/wp-content/uploads/2022/02/04143046/9781978832176_optimized_sampler.pdf) Supplementary instructor resources are available on request: https://www.rutgersuniversitypress.org/communityorganizing
This inspired collection offers a new paradigm for moving the world beyond violence as the first, and often only, response to violence. Through essays and poetry, prayers and meditations, Transforming Terror powerfully demonstrates that terrorist violence—defined here as any attack on unarmed civilians—can never be stopped by a return to the thinking that created it. A diverse array of contributors—writers, healers, spiritual and political leaders, scientists, and activists, including Desmond Tutu, Huston Smith, Riane Eisler, Daniel Ellsberg, Amos Oz, Fatema Mernissi, Fritjof Capra, George Lakoff, Mahmoud Darwish, Terry Tempest Williams, and Jack Kornfield—considers how we might transform the conditions that produce terrorist acts and bring true healing to the victims of these acts. Broadly encompassing both the Islamic and Western worlds, the book explores the nature of consciousness and offers a blueprint for change that makes peace possible. From unforgettable firsthand accounts of terrorism, the book draws us into awareness of our ecological and economic interdependence, the need for connectedness, and the innate human capacity for compassion