Leader behavior, group productivity, and rating of least preferred co-worker.

Sample, John; Wilson, Thurlow R.

doi:10.1037/h0021880

Cited by 32 publications

(13 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Research shows that relationship-motivated (high LPC) leaders tend to be directive in conditions of high situational control while task-motivated (low LPC) leaders tend to be directive under conditions of moderate and low situational control (Bons & Fiedler, 1976;Fiedler & Garcia, 1987;Larson & Rowland, 1973;Sample & Wilson, 1965;Shirakashi, 1980). The effects of the interaction between LPC and situational control are at best moderate.…”

Section: Discussion and A Look Aheadmentioning

confidence: 99%

The Effective Utilization of Intellectual Abilities and Job‐relevant Knowledge in Group Performance: Cognitive Resource Theory and an Agenda for the Future

Fiedler

1989

Applied Psychology

View full text Add to dashboard Cite

La theorie des ressources cognitives cherche A rendre compte du r61e que jouent les aptitudes intellectuelles, les connaissances techniques et I'ex#rience professionnelle dans le leadership et la performance de groupe. L'article rCsume les hypothtses de la thCorie des ressources cognitives concernant I'exploitation efficace par le leader de son intelligence et de son experience et propose de nouvelles perspectives pour des recherches A venir.Cognitive resource theory seeks to explain the role which intellectual abilities, technical knowledge and job-relevant experience play in determining leadership and group performance. This paper summarises the hypotheses of cognitive resource theory as they relate to the effective utilisation of leader intelligence and experience, and proposes new directions for further research.

show abstract

Section: Discussion and A Look Aheadmentioning

confidence: 99%

The Effective Utilization of Intellectual Abilities and Job‐relevant Knowledge in Group Performance: Cognitive Resource Theory and an Agenda for the Future

Fiedler

1989

Applied Psychology

View full text Add to dashboard Cite

show abstract

“…Support for this argument has been provided by empirical findings with regard to the emergence of an inner circle around the leader. Sample and Wilson (1965) found that the task-oriented leader maintained a psychological distance from the group as a whole but was closer to those who made the greatest contribution to task accomplishment. Graen's (1976) Leader-Member Exchange (LMX) model shows how the leader establishes a close relationship with highly effective subordinates.…”

Section: Lmx and The Routinization Of Charismamentioning

confidence: 95%

Magic, Meaning and Leadership: Weber’s Model and the Empirical Literature

Jones

2001

Human Relations

View full text Add to dashboard Cite

Weber's (1946) model of charismatic leadership offers a framework within which more recent theories and findings can be shown to have a place. The process he described begins as a challenge to an existing status quo and paves the way for another. The charismatic leader elicits a willing response from followers, who begin in the faith that they are pursuing purposes greater than their own but lay the foundations of a new status quo when they seek to legitimate their positions of power. Empirical theories and findings elucidate the stages of this process. The initial status quo, leader dependence upon the support of followers, attributions of charisma and the importance of follower feelings have been described under the headings of substitutes for leadership, leader traits and behavior, implicit leadership and transformational leadership. Leader-member exchange (LMX) and strategic contingencies theory describes the appearance of an administrative staff and tendencies toward a new status quo. Descriptions of organizational development bear similarities to Weber's model and suggest opportunities for empirical research.

show abstract

“…On the other hand, the input factors and interaction process as well as process factors and end results have a logic relationship to each other, and it is of benefit to scrutinize this in more detail. The most important input factors that have been shown to be in connection with the team's interaction process are the attitudes of the team leader (13), personal characteristics of the team members (14), the size of the team (15), composition of the team (16) as well as the team's history or its experience (17). It has, futhermore, been found that the characteristics and nature of the task forms a factor, which strongly changes the communicational contents (18)(19)(20)(21)(22).…”

Section: Input and Process Factors In Team Workmentioning

confidence: 99%