Changing others through changing ourselves: the transformation of human systems

Quinn, Robert E.; Spreitzer, Gretchen M.; Brown, Matthew V.

doi:10.1109/emr.2015.7433685

Cited by 10 publications

(12 citation statements)

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“…More specifically, they posited that followers’ personal identification is a mediator of trust in the authentic leader. Leaders who exhibit open behaviors influence others more than leaders who demonstrate coercive or persuasive leadership styles espoused by traditional transactional leadership styles and theories (Quinn, Spreitzer, & Brown, ). Avolio et al () expected that authentic leaders evoke followers’ self‐concepts in the recognition that they share similar values with the leader.…”

Section: Review Of Literaturementioning

confidence: 99%

The Impact of Principal as Authentic Leader on Teacher Trust in the K‐12 Educational Context

Fox

Gong

Attoh

2015

J of Leadership Studies

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K‐12 principals exhibiting authentic leadership and the benefits derived from teacher trust in the principal beg for attention in today's educational milieu. Authentic leadership scholars proposed a major conceptual framework, which linked authentic leadership to follower's attitudes and behaviors. The framework purported that authentic leadership leads to trust, yet is mediated through personal and organizational identification. The current study empirically tested these relationships within the context of principals and teachers in the K‐12 setting. The context is ideal because principals are increasingly called upon to create open, collaborative, and positive learning communities. Nineteen public and private schools in the state of Maryland participated in the study, with 398 teachers (77% response rate) responding. The results support a framework of principals exhibiting authentic leadership where personal identification is a mediator in the causal pathway from authentic leadership to teacher trust. The results do not substantiate the framework regarding organizational identification being a mediator in the same causal pathway. Educational leaders can view the study as prescriptive, thereby building overall trust in the often strained asymmetrical relationship between administrators and teachers.

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Section: Review Of Literaturementioning

confidence: 99%

The Impact of Principal as Authentic Leader on Teacher Trust in the K‐12 Educational Context

Fox

Gong

Attoh

2015

J of Leadership Studies

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“…The second phase is reevaluating the problem from this new perspective and adopting a new approach. Redefining the self and one's role in a problem leads to the emergence of new patterns of behavior (Quinn et al, 2000; Quinn & Spreitzer, 1997). Theoretical information, which forms the basis of psychodrama, is highly parallel to empowerment theory as defined by Quinn and Spreitzer.…”

Section: Introductionmentioning

confidence: 99%

The effect of a psychological empowerment program based on psychodrama on empowerment perception and burnout levels in oncology nurses: Psychological empowerment in oncology nurses

Özbaş

Tel

2015

Pall Supp Care

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We found that the psychodrama-based psychological empowerment program increased psychological empowerment and enhanced perception of workplace empowerment while decreasing levels of burnout in oncology nurses. The program is recommended and should allow oncology nurses to benefit from their personal experiences and thus increase self-empowerment, to enhance their perception of empowerment, and to prevent burnout.

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“…Í fyrsta lagi að huga að því hvernig aðrir upplifi þá með því að vera meðvitaðir um líkamlega tjáningu sína. Þeir einu sem geta breytt þeim séu þeir sjálfir, sérstaklega í gegnum sársauka eða veikleika sína (Quinn, Spreitzer & Brown 2000). Í öðru lagi að vera meðvitaðir um samskipti sín og tengingu við aðra eins og leikari í sýningu.…”

Section: Sönn Leiðtogahaefniunclassified

Jón Gnarr: Grínarinn sem varð leiðtogi

Guðmundsdóttir¹

2016

irpa

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ÚtdrátturVið upphaf rannsókna og fraeðiskrifa um leiðtoga var munur á árangri leiðtoga jafnan útskýrður með vísan til eiginleika leiðtoganna sem einstaklinga. Eftir því sem rannsóknum á viðfangsefninu fleygði fram var farið að nota fleiri þaetti til að skýra árangur leiðtoga. Á síðustu áratugum hefur kastljósið beinst aftur að einstaklingunum sjálfum og eru kenningar eins og sönn leiðtogahaefni og þjónandi forysta daemi um það. Í þessari grein er fjallað um rannsókn á áhrifum af forystu Jóns Gnarrs sem borgarstjóra Reykjavíkurborgar á tímabilinu frá 2010-2014. Kynntar eru niðurstöður rannsóknar sem gerð var meðal sviðsstjóra Reykjavíkurborgar samstarfsfólks úr stjórnmálum og við Jón sjálfan. Tekin voru sjö opin ítarviðöl og þau greind með eigindlegri aðferðafraeði. Tilgáta rannsóknarinnar er að óvenjulegar aðstaeður hafi skapað jarðveginn fyrir kjöri Besta flokksins. Samkvaemt niðurstöðum eru vísbendingar um að í borgarstjóratíð Jóns Gnarr megi sjá hliðstaeður við kenningar um sanna leiðtogahaefni. Lífssaga hans, innsaei og reynsla virðist hafa nýst til að breyta samskiptum sem urðu til þess að valdefla samstarfsfólk hans með trausti og vaentumþykju. Leiða má líkur að því að öðruvísi samskipti hafi veitt fylgjendum orku til athafna á nýjan máta. Framlag rannsóknarinnar felst í að styrkja rannsóknir á sviði sannrar leiðtoga-faerni. Sérstaklega þar sem óvenjulegar aðstaeður knýja fram þörf fyrir öðruvísi forystu.Efnisorð: Umhverfi og aðstaeður leiðtoga; sönn leiðtogafaerni; valdefling; sjálfsþroski; innsaei.

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Changing others through changing ourselves: the transformation of human systems

Cited by 10 publications

References 0 publications

The Impact of Principal as Authentic Leader on Teacher Trust in the K‐12 Educational Context

The Impact of Principal as Authentic Leader on Teacher Trust in the K‐12 Educational Context

The effect of a psychological empowerment program based on psychodrama on empowerment perception and burnout levels in oncology nurses: Psychological empowerment in oncology nurses

Jón Gnarr: Grínarinn sem varð leiðtogi

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