After reviewing nearly 70 years of research, this manuscript seeks to compile study results to better understand leader influence by employing French and Raven's (1959) power dynamics. Divided into two categories (i.e. formal and informal), these five power dynamics include referent, expert, legitimate, coercive, and reward power. Each power dynamic is categorized accordingly and dissected between scholarly research and applicable workplace settings between supervisors (i.e. leaders) and employees. Behavioral outcomes from a subordinate standpoint are discussed, and this manuscript concludes that the power dynamic that characterizes different workplace relationships between supervisors and employees has significant effects on work productivity and employee motivation.

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This manuscript demonstrates the value of understanding locus of control in higher education.  Understanding this value provides educators with the ability to potentially predict academic outcomes, and have the foresight to guide students to achievement.  First, the manuscript identifies and explores the classic theories of motivation from the mid-1900s.  Then, a study is conducted that hypothesizes a correlation between demographic variables (age, gender, graduate/undergraduate classification) and locus of control using Rotter’s (1966) locus of control questionnaire.  Finally, examples from four different disciplines are provided.  This manuscript proposes suggestions for future research that will contribute to the findings of the overall construct of motivation, and more specifically, student locus of control in higher education.

Regardless of one's demographics, humans have values. These values are the basis for many decisions made throughout life, ranging from daily priorities to selecting a partner in marriage. Values are founded in beliefs, constructed from experiences, personality traits, relationships, and social situations (McKee, Boyatzis, & Johnston, 2008). Sverdlik and Oreg (2014) consider values to be a concept which cause differences among individuals and operate as one's guiding principles. Additionally, values can be linked to motivation (Pacheco & Owen, 2015; Sverdlik & Oreg, 2014). Gau and James (2014) reason that values exemplify preferences and desires which can direct behavior that ultimately transcend situations. It can be further argued that it is important to understand personal values, as they provide insight into behavior and rationale for decisions (

This manuscript advances prior research (Blau, 1964; Elangovan & Xie, 1999; French & Raven, 1959; Goodstadt & Hjelle, 1973; Hegtvedt, 1988; Randolph & Kemery, 2011; Zigarmi, Peyton Roberts, & Randolph, 2015) and capitalizes on supervisory skills using power dynamics within the workplace, by investigating employee effort resulting from gender dissimilar supervisor-employee dyads and employee locus of control. To offer a more focused approach, this is an evaluation specifically on reward and coercive power derived from French and Raven’s (1959) five power bases. This manuscript proposes that the motivation levels of employees change, based on their locus of control and gender. There were 155 full-time professionals surveyed, this study concluded a positive relationship between the use of reward power and employee effort. Notably, the supplemental analysis indicated a positive relationship between female supervisors who exhibited coercive power and greater employee effort.