Incessant occurrences of character failure of people in leadership positions that have characterized organizations in recent years call for critical examination of leadership behaviors. The Social Learning Theory and Trickle-Down Model are some of the common approaches previously used to analyze ethical leadership behaviors. However, the challenges with how these models inspire ethical behaviors call for further examination of the issue. Using a multidisciplinary integrative literature review, we present Vroom’s Valence–Instrumentality–Expectancy (VIE) Model of Motivation as an alternative model for examining ethical leadership behaviors. The VIE Model provides clarity regarding how leaders are motivated to behave ethically. We utilize ideas from the VIE model in conjunction with Starratt’s Three-Step Approach to develop a unique framework for examining ethical leadership behaviors. Our model highlights the importance of a leader’s values in creating organizational ethical values that eventually translate into professional ethical values. Using the motivational approach to inspire ethical leadership will drive organizational members to internalize ethical behavior as a conviction rather than complying with a set rule.
Purpose This paper seeks to enhance team performance by intersecting two existing literature streams, generational influences and working teams. This paper aims to boost project objective achievement through the instrumental use of generational competencies despite temporary and provisional project team environments. This supports project team leaders in harnessing diverse generational competencies of contributors to maximize outcomes. Design/methodology/approach The authors adopt the simultaneous use of social categorization and information processing to connect these diverse literature streams, highlighting the value system and skills of each generation to maximize working benefits. Findings Project team leader’s tactical deployment of generational competencies may positively contribute to execution and increased goal achievement. The increasingly provisional nature of workforce teams magnifies the need for intentional team management. Embracing generational competencies may elevate team members, increase productivity and decrease turnover. Practical implications This paper offers a pathway to couple team execution and generational differences by identifying generational traits which may benefit execution-focused, but provisional teams. Social implications Rather than managing team members to fit into a specific work process, this paper explores the benefits associated with team leader acceptance and strategic use of diverse generational behaviours. Originality/value The authors expand upon team diversity by intersecting execution-based and provisional project teams with the intentional use of generational influences to build trust and further positive outcomes.
The almost 20 million female millennial knowledge workers enhance products, services, and customers in American businesses by applying their skillset knowledge. While participative management theories, like William Ouchi's Theory Z, are known to promote employee productivity and loyalty it is noted that they only focus on the majority population. This study looked to extend existing participative management theories to include the female millennial knowledge worker and avoid negative costs associated with poor productivity and turnover. This manuscript highlights key results from a qualitative embedded single-case study that explored the influence participative management techniques had on the turnover and productivity of female millennial knowledge workers. This study extended participative management theory to include the female millennial knowledge worker and noted that managers with female millennial knowledge employees should consider a focus on employee development, timely feedback, and cultivating a positive working environment. Keywords: female, millennial, knowledge worker, participative management, productivity, turnover.
Purpose The purpose of this paper is to provide an experiential learning exercise that develops student understanding of social networks within organizations. Understanding these networks can foster complete access to information and inclusive decision-making that translates into career success. Design/methodology/approach This experiential learning classroom exercise supports all student learning styles using a puzzle to teach students to apply social network theory toward real-world decision-making. This exercise is best used in small and medium-sized classrooms with ideally 15–40 students. This simulation could be used during 50 up through 120-min class sessions. Findings The game-like environment created by this exercise helps extend real-world understanding that may traditionally be lost with a lecture. Components within this simulation provide balanced consideration for many different learning styles. This exercise has been used successfully within a graduate-level leadership and decision-making course in at least ten sessions over 5 years. Practical implications This is a real-time theory to practice application exercise where an experiential activity is deployed for students to understand the practical implications and application of a theoretical concept. Social implications Organizations have internal social networks connecting employees. These connections are how information is dispersed and knowledge is shared. When these networks are understood and effectively used, it can result in more comprehensive problem-solving, valuable collaboration and the maximization of subject matter expertise within the organization. Originality/value This is a “how-to” teaching and pedagogical exercise. It is original with the benefit of its flexibility and adaptability in the classroom.
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