Behavioral complexity in leadership: The psychometric properties of a new instrument to measure behavioral repertoire

Hard, soft or ambidextrous? Which influence style promotes managers’ task performance and the role of political skill

“…For example, Good and Michel (2013) argue that individuals must possess the ability to align with contextual demands and display individual ambidexterity, which plays a key role in fostering firm and unit level ambidexterity. Therefore, managers 6 need to be behaviorally complex (Hart & Quinn, 1993) to foster stability and control, while providing inspiration and instilling commitment (Lawrence et al, 2009). …”

“…Management of tension and complexity, which are endemic in organizational settings, and crucial in building ambidextrous organizations, requires that managers respond to various roles (Hooijberg, Hunt, & Dodge, 1997;Lawrence, Lenk, & Quinn, 2009), equilibrate opposing forces (Lewis, 2000) and tackle conflicting demands (Chang, 2015) by displaying appropriate and diverse modes of influence. Specifically, managers must be capable of promoting both creativity and discipline (Wang & Rafiq, 2014), by allowing experimentation, while at the same time enforcing tight control (Turner & Lee-Kelley, 2012), contradictions that have been found to be synergistic in achieving organizational ambidexterity (Andriopoulos & Lewis, 2009).…”

Evaluation of the Psychometric Properties of the Managerial Behaviour Instrument for the Brazilian Sport Organizations

“…The holistic perspective, developed in France in the 1990s, considers competency as a combination of knowledge, ability and attitudes [28,29]. In this study, the concept adopted is associated with the holistic perspective because the concept considers the managerial leadership competency related to the ability of managers to apply effectively through their behaviours their knowledge in the performance of the tasks of management [30,31]. Thus, Quinn et al [30] describe competency as the knowledge dominated by individuals responsible for managing and with ability demonstrated to use this knowledge to respond to the different situational demands.…”

Maken schoolleiders het verschil?

“…Op basis van de onderliggende dimensies in het concurrerende waarden model wordt er door verschillende onderzoekers (Kalliath, Bluedorn & Gillespie, 1999;Lawrence, Quinn & Lenk, 2003) vanuit gegaan dat factoren die naast elkaar liggende kwadranten van het concurrerende waarden model vertegenwoordigen, meer met elkaar zouden moeten correleren, dan factoren die corresponderen met tegenover elkaar liggende kwadranten. Lamond (2003) (Jöreskog & Sörbom, 1993a, p. 45).…”

“…Met meerniveau confirmatieve factoranalyse kunnen (verschillende) meetmodellen tegelijkertijd worden getoetst op verschillende analyseniveaus (bijvoorbeeld schoolniveau en docentenniveau). Hierbij werd ervan uitgegaan, dat factorscores (latente variabele scores) op schoolniveau een zo zuiver mogelijke schatting van de schoolkenmerken zouden opleveren (zie De Maeyer & Rymenans, 2004, p. 260;De Maeyer, Rymenans, Van Petegem, van den Bergh & Rijlaarsdam, 2007 (Kalliath, Bluedorn & Gillespie, 1999;Lawrence, Quinn & Lenk, 2003). In dit onderzoek kon deze hypothese niet worden bevestigd.…”