Summary Both leader–member exchange (LMX) and team–member exchange (TMX) measure the quality of reciprocal exchange among employees in the workplace. Although LMX focuses on supervisor–subordinate relationships while TMX examines the relationships among team members, both have theory‐based and empirically proven relations with workplace outcomes such as job performance, organizational commitment, job satisfaction, and turnover intentions. However, it is not yet known which has more of an impact on such workplace outcomes—specifically, it is not clear if an employee's time is best spent developing vertical relationships among supervisors and subordinates (LMX) or on the horizontal relationships among team members (TMX). Accordingly, this meta‐analysis explores the incremental validity and relative importance of these two social exchange‐based constructs. The theoretical logic underlying LMX and TMX is clarified, and the parameter estimates between LMX, TMX, and work outcomes are reported. Results demonstrate that TMX shows incremental validity above and beyond LMX for some outcomes (organizational commitment and job satisfaction), but not others (job performance and turnover intentions). Also, LMX shows greater relative importance across all four outcomes. In sum, the clarification of the theoretical and empirical landscape lays a foundation for recommendations for future research. Copyright © 2013 John Wiley & Sons, Ltd.
Internal and external workplace diversity and the technology-induced time constraints of multinational competition make the challenge of improving organizational communication bigger than ever. Narrative paradigm or the "storytelling" theory has been proffered as an effective cross-cultural communication tool, but this article presents the idea that storytelling goes beyond that and fills the diverse communication needs of today's heterogeneous workforce. It presents a model of storytelling as a complete organizational communication tool, discusses how to effectively apply storytelling in the diverse work environment, and proposes some opportunities for further research.
Web 2.0 tools occupy a large part of our lives, and their use in the classroom offers instructors a unique opportunity to gather substantial information about individual and interactive student behaviors. The authors' challenge is understanding the implications of this rich data source for assessing course efficacy and student learning, and applying these insights to further enhance the development of global business competencies. This paper reviews 311 student interactions as reflected in comments exchanged in a digital social learning community and, using social network analysis, discusses the potential to use these interactions to assess student critical thinking, communication, and collaborative feedback skills. The authors conclude with implications and recommendations for instructors who want to use Web 2.0 platforms and data to enhance their understanding of student and class digital interactions, and apply this information to course enhancement.
In May 2000, Scott Cook Chairman of Intuit Incorporated stated, "We're still in the first minutes of the first day of the Internet revolution" (Levingston 2000, para. 2). Almost 20 years later it seems likely that educators are still in the early days of an ongoing change to new pedagogical techniques, modalities, and norms that draw upon technologies such as artificial intelligence (AI), machine learning, smart campuses and cities, the Internet of things, robots, and others. Many management and leadership educators have integrated technology into their classrooms in step with developments over the past few decades, evolving their pedagogy with the advent of video, computers, the Internet, virtual worlds, smartphone applications (apps), and social media. Distance education that uses online learning management systems (for example, Moodle, Blackboard, and Canvas) and apps form part of many management and leadership programs, whether presented in online, hybrid, or face-to-face formats. The context of management, leadership, and business education is not just related to the technologies used in higher education. Students require preparation for leading, managing, and collaborating in workplaces that rely on technology and increasing virtual work with peers, customers, suppliers, and other stakeholders using technology to facilitate communication and support organizational effectiveness (Bligh and Riggio 2012). Management and leadership are increasingly delivered through or by technology. Consider the example of Uber (Kahai 2018), where employees receive instructions and feedback from an app. The evolving world of technology and its critical role in the global economy for leaders, managers, and business professionals starts with learning. This handbook combines insights from research and practice to provide a reflection on the current use of technology in higher education management, leadership, and business courses and programs, providing glimpses of the future. The chapters in this volume were written by experienced practitioners using technology in novel and effective ways in their management and leadership classes (undergraduate and graduate), as well as by researchers reporting and reflecting on studies and literature that can guide instructors on the challenges and benefits of teaching with technology. This book is not limited to practice, literature, or research but instead considers all three to highlight the synergy of using technology in education. THE EVOLVING CONTEXT One of the most interesting stories we heard during our involvement in the "Teaching with technology" professional development workshops (PDW) at the Academy of Management's (AOM's) Annual Conference over the past decade was shared by Randy
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