Leadership Styles in Agile Teams: An Analysis Based on Experience

Gutierrez, Gema; Lena, Maria Teresa Gonzalez de; Garzás, Javier; Moguerza, Javier M.

doi:10.1109/access.2022.3151314

Cited by 2 publications

(4 citation statements)

References 28 publications

(29 reference statements)

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“…On a similar note, this result concurs with that of the study by Gutierrez, et al (2022) which determines that only 58% of the respondents perceive their head or administrator to have practiced an affiliative style of leadership. The study discusses further that affiliative leaders try to establish a good environment in the team and promote the bonding of the team members.…”

Section: Resultssupporting

confidence: 89%

“…On a similar note, this result concurs with that of the study by Gutierrez, et al (2022) which determines that only 58% of the respondents perceive their head or administrator to have practiced a coaching style of leadership. The study discusses further that coaching leaders focus on inspiring team members to develop their talents and skills.…”

Section: Resultssupporting

confidence: 89%

“…This result is contrary to the results of the study by Al-Garaidih and Al-Kharosi ( 2019), where a democratic style of leadership was found to be highly practiced. On a similar note, this result concurs with that of the study by Gutierrez et al (2022), which determines that only 58% of the respondents perceive their head or administrator to have practiced a democratic style of leadership. The study discusses further that democratic leaders consider the opinions of the entire team to reach a goal.…”

Section: Resultssupporting

confidence: 88%

“…On the contrary, the study by Gutierrez et al (2022) determines that only 30% of the respondents perceived their head or administrator to have practiced a commanding leadership style. Yet, the study also indicates that these leaders were perceived to possess the highest level of self-management along with the visionary leader.…”

Section: Resultsmentioning

confidence: 94%

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School Administrators' Leadership Styles and Teachers' Performance

Gift C. Lusterio,

M. Arnejo

2023

IJRP

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This study aims to determine the school administrators' leadership style and teachers' performance. Specifically, it seeks to answer the following: (1) the leadership style of school administrators in terms of Visionary, Coaching, Affiliative, Democratic, Pacesetting, and Coercive, (2) the level of teachers' performance among the one hundred seventeen (117) teachers in East 2 District, Division of Gingoog City for the School Year 2021-2022, and (3) the significant relationship between the school administrators' leadership style and the level of teachers' performance. Frequency, percentage, mean, and standard deviation were used to ascertain the school administrators' leadership styles and teachers' performance. The research instrument was modified and developed by Judgement Index (2018) and the Individual Performance Commitment and Review Form (IPCRF) SY 2021-2022. Spearman rho was used to establish if a significant relationship exists between the school administrators' leadership styles and teachers' performance. Most of the teachers are rated Very Satisfactory in their IPCRF. School administrators always practice commanding and affiliative styles of leadership. Pacesetting, democratic, and coaching styles of leadership were perceived as often practiced by school heads. There is a strong correlation between the school administrators' leadership styles with the teachers' performance. Thus, school administrators should be open to opportunities that would allow improvement in their leadership and management styles which cater to the needs of teachers and learners in the school.

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Section: Resultssupporting

confidence: 89%

“…On a similar note, this result concurs with that of the study by Gutierrez, et al (2022) which determines that only 58% of the respondents perceive their head or administrator to have practiced a coaching style of leadership. The study discusses further that coaching leaders focus on inspiring team members to develop their talents and skills.…”

Section: Resultssupporting

confidence: 89%

Section: Resultssupporting

confidence: 88%

Section: Resultsmentioning

confidence: 94%

See 2 more Smart Citations

School Administrators' Leadership Styles and Teachers' Performance

Gift C. Lusterio,

M. Arnejo

2023

IJRP

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Challenges of scaling agile in large enterprises and implications for project management

Sońta-Drączkowska,

Krogulec

2024

IJMPB

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PurposeThis study seeks to illuminate the managerial tensions inherent in implementing scaled agile (on the organizational, top management, middle management and team levels) and to frame these challenges within the broader context of project management.Design/methodology/approachThe study adopts a grounded theory approach and delves into a qualitative dataset sourced from 34 interviews with subject matter experts actively engaged in scaling agile initiatives within large organizations spanning various industries. Additionally, the data have been enriched through a comprehensive literature review of the existing body of knowledge on scaling agile.FindingsAs a result of our investigation, we propose a framework of managerial tensions in scaling agile in large corporate settings and a series of research propositions and questions that may contribute significantly to the body of knowledge surrounding the phenomenon of “deprojectification” and propose agenda for the future studies in the field of project management.Research limitations/implicationsThe study also carries significant managerial implications. Firstly, based on the insights from the practice of scaling agile in large corporate setting, management can build awareness of the challenges inherent of transitioning to agile practices. This may help to anticipate the possible problems and proactively develop strategies how to address them. Secondly, management can be instructed about contingencies inherent in scaling agile, along with the potential disfunctions and side effects (unintended outcomes) that may emerge during the transition process. Thirdly, project management practitioners can gain insights on how scaling agile may cause shifts in the approach to managing projects, project team management and competencies that need to be developed to cope with environments where various approaches to managing projects coexist.Practical implicationsThese insights can aid in the agile transition process, beginning with directing managerial attention toward contextual factors and progressing through potential challenges at the organizational, top management, middle management and team levels. Furthermore, the study highlights possible dysfunctionalities and side effects of scaling agile, shedding light on the “dark side” of agile.Originality/valueThe study contributes to the expansion of the empirical database on the implementation of agile practices in large organizational settings. It plays a role in defining and delineating the phenomenon of scaling agile within the context of project management and outlines a research agenda for future project management studies. Additionally, our study adds to the ongoing discourse surrounding the “deprojectification” effect that can occur during the scaling of agile. Lastly, it establishes connections between project management and software development literature regarding the implementation of agile at scale.

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Leadership Styles in Agile Teams: An Analysis Based on Experience

Cited by 2 publications

References 28 publications

School Administrators' Leadership Styles and Teachers' Performance

School Administrators' Leadership Styles and Teachers' Performance

Challenges of scaling agile in large enterprises and implications for project management

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