Organizational viability depends in part on effective leadership. Effective leaders engage in both professional leadership behaviors (e.g. setting a mission, creating a process for achieving goals, aligning processes and procedures) and personal leadership behaviors (e.g. building trust, caring for people, acting morally). A model of professional and personal leadership's impact on willing cooperation was developed and tested. Respondents provided perceptions of the leadership of their organizations and reported the extent to which they willingly cooperate with their organization's leadership. Perceptions of “organizational” leadership as opposed to individual leaders were measured. The direct effects of personal and professional leadership on willing cooperation were examined. Personal leadership was also examined as a mediator of professional leadership's impact on willing cooperation. Results revealed support for a mediated model. Specifically, professional leadership was related to the presence of willing cooperation (β=0.44) and personal leadership was related to the presence of willing cooperation (β=0.71). Finally, following a strategy developed by Baron and Kenny, personal leadership was shown to be a mediator of the relationship between professional leadership and the presence of willing cooperation. Limitations as well as research and practical implications are discussed.

We conducted an experiment using training in a software package for presentations. Ninety Research has shown somewhat counterintuitive findings for the role of errors in training and learning. Classic reinforcement theories (Skinner, 1968) suggest that training should be structured so errors are minimized. The logic behind this "error-avoidance" approach was that errors take away from "ontask" time and therefore reduce the amount of learned information. Additionally, errors have been considered an impediment to performance and thus should be eliminated (for reviews, see Glaser, 1990;Schmidt and Bjork, 1992). Surprisingly, studies comparing training containing errors (often called error training) to training that avoids errors have found support for the benefits of errors (Frese and others, 1991;Dormann and Frese, 1994). The logic behind the use of errors is that they serve an informational function (Frese and Altman, 1989) and thus provide feedback that assists in developing better 301

Purpose – The purpose of this paper is to replicate previous findings exploring the mediating effect of personal leadership on professional leadership and intentions to cooperate, and to extend the model by examining organizational performance. Design/methodology/approach – Employees from two school districts (one high performing, the other low performing) in New York State completed a survey designed to gather their perceptions of study variables. Findings – Professional and personal leadership are positively related to employee intentions to cooperate, personal leadership mediates the effect of professional leadership on employee intentions to cooperate, and employees in the high-performing organization rated all study variables higher than employees in the low-performing organization. Research limitations/implications – Limitations include predictor and outcome data both collected from the same respondents and all measures collected via survey. Both of these issues raise concerns with regards to common method bias, though actual performance data was gained from a separate source. Practical implications – Managers should focus on developing both professional (i.e. providing direction, process, and coordination to members) and personal (i.e. demonstrating expertise, trust, caring, sharing, and ethics) behaviors to enhance. Social implications – The current study's findings are compelling and supportive of prior research (Mastrangelo et al., 2004; Eddy et al., 2008). Both professional and personal leadership have an important impact on employee intentions to cooperate, and personal leadership mediates the relationship between professional leadership and employee intentions to cooperate. Leaders should focus on enhancing these behaviors in order to positively impact organizational success. Most compelling is the power of personal leadership. A greater emphasis on expertise, trust, caring, sharing, and ethical behavior in teaching and practicing leadership will undoubtedly lead to more enduring leadership. Originality/value – The paper provides confirmatory evidence for the value of the leadership model put forth by Mastrangelo et al. (2004) and extends the model to include other important outcomes. An examination of leader behaviors at high-performing organization and low-performing organization uncovers ways managers can enhance their leadership behaviors.

Determining the process-related components affecting software developers' perception of project success.

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