Background: The Aerospace and Defense industry requires continuous innovation and adaptation. Ambidextrous leadership, which balances exploration and exploitation, plays a crucial role in driving innovative work behavior. Understanding this relationship is important for navigating industry complexities and staying competitive in rapidly changing market conditions. Purpose: The purpose of this study is to explore the influence of ambidextrous leadership on aerospace and defense firms’ innovation at the individual level. It also deepens the understanding of conditions to improve innovation by examining the moderating role of collaborative climate.  Methodology: This study uses a quantitative research design, specifically structural equation modeling (SEM). Data was collected through a survey questionnaire, with eighty-one valid responses from professionals in the industry. Results and analysis: The study found that open leadership behavior was positively related to innovative work behavior. This means that leaders who show open leadership behaviors, such as being supportive and collaborative, have a greater impact on inspiring and encouraging innovative thinking and behavior among their employees. However, the study did not find a significant relationship between closed leadership behavior and innovative work behavior. This is surprising, as closed leadership behaviors, such as being directive and controlling, have been shown to be positively related to innovation in other studies. One explanation for this finding is that the aerospace and defense industry is a highly regulated industry with strict safety standards. In this context, leaders may be more focused on ensuring that existing products and processes are safe and dependable, rather than encouraging employees to take risks and experiment with innovative ideas. The study also found that collaborative climate was positively related to innovative work behavior. This means a work environment that supports collaboration and teamwork can foster innovation by encouraging employees to share ideas and work together to solve problems. However, the study did not find that a collaborative climate moderated the relationship between open leadership behavior and innovative work behavior. This suggests open leadership behavior positively impacts innovative work behavior regardless of the level of collaborative climate in the workplace. Recommendations for future research: Future research should address the limitations of this study by employing larger samples, objective measures, and exploring additional moderating variables such as organizational size and innovative climate. Longitudinal studies are needed to understand the sustained impact of open leadership behaviors and collaborative climates on innovative work behavior over time. By doing so, we can enhance our understanding of leadership's role in promoting innovation and develop practical recommendations for organizations across diverse industries and contexts.

[pt] O desenvolvimento da liderança envolve a identidade de líder, que pode ser analisada a partir de diferentes perspectivas e abordagens teóricas. Uma delas, utilizada nesta tese, assume o desenvolvimento da identidade na construção social, ou seja, na reflexividade do indivíduo e, sobretudo, nas constantes interações com os outros. Para essa perspectiva, são aspectos centrais ao desenvolvimento do líder o autoconceito e a identidade. Considerando que é fundamental compreender como tal processo ocorre em contextos de desenvolvimento da liderança, e assumindo que tais contextos são campos férteis para a observação das dinâmicas identitárias do líder, esta tese tem como objetivo compreender tais dinâmicas em um contexto de coaching para desenvolvimento da liderança. Uma vez que o fenômeno é pouco explorado pela literatura, utilizou-se o método da Grounded Theory com orientação construtivista, capturando assim as representações de coaches, líderes e liderados entrevistados. A partir dos dados analisados, esta tese apresenta um framework teórico que busca compreender e explicitar as dinâmicas identitárias no desenvolvimento de líderes, explorando elementos nos níveis intrapessoal, interpessoal e contextual. / [en] The development of leadership involves the identity of leader, which can be analyzed from different perspectives and theoretical approaches. One of them, and that used in this thesis, assumes the development of identity in social construction, that is, in the reflexivity of the individual and, above all, in constant interactions with others. For this perspective, they are central aspects to the development of the leader, the self-concept and the identity. Considering it is critical to understand how such a process occurs in leadership development contexts and assuming that contexts are fertile grounds for the leader s identity dynamics, this thesis aims to understand such dynamics in a context of coaching for leadership development. Since the phenomenon is little explored in the literature, we used the Grounded Theory method with a constructivist orientation, thus capturing the representations of coaches, leaders and interviewed followers. Based on the data analyzed, this thesis presents a theoretical framework that has been developed allowing to understand and explain the identity dynamics in the development of leaders, exploring elements at the intrapersonal, interpersonal and contextual levels.

Financial institutions are faced with many changes and challenges, especially after the global financial crisis; and look to their human capital to provide their competitive advantage. It is therefore important to investigate effective means of managing employees in a way that could foster work engagement. Strengths use and leader-member exchange (LMX) quality create an opportunity for organisations to manage and utilise their employees more effectively and finally promote work engagement. The objective of this research study was to investigate the mediating effects of LMX quality in the relationship between strengths use and work engagement. A questionnaire was compiled, utilising the Strengths-based Leadership Questionnaire, the LMX-7 and the Utrecht Work Engagement Scale. These measuring instruments were administered to a total of 213 (N = 213) individuals employed in the financial services industry. For the purpose of this research study the quality of the LMX relationship was measured from the perspective of the subordinates. Strengths use was positively related to LMX quality and LMX quality was positively related to work engagement. Additionally, LMX quality played a mediating role in the relationship between strengths use and work engagement. Therefore, organisations can, by promoting strengths use and high quality LMX, achieve higher levels of employee work engagement. This research study is the first to include strengths use, LMX quality and work engagement in one mediating model. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

South Africans are engaged in daily battles with work-related and non-work related issues. Although an organisation is not capable of addressing or changing all the issues experienced by the South African population, it can intervene in order to improve the quality of its employees’ working lives. A suggested starting point is person-environment fit (PE fit), due to its effect on job satisfaction and intentions to leave. Consequently, when an individual experiences low PE fit, it will contribute to job dissatisfaction, and intentions to leave as international research has shown. To possibly decrease the impact of these relationships, it is important for leader empowering behaviour to be evident throughout the organisation. The objectives of this study were to determine possible relationships, indirect effects, and moderating effects between PE fit, job satisfaction, intentions to leave, and leader empowering behaviour. A convenience sample of employees working under the guidance of a leader/manager/supervisor was taken from a retail company in Gauteng. Participation in the study was voluntary. A measuring battery measuring PE fit (i.e. person-organisation fit, needs-supplies fit, and demands-abilities fit), job satisfaction, intentions to leave, and leader empowering behaviour (i.e. delegation of authority, accountability, self-directed decision making, information sharing, skills development, and coaching for innovative performance) was used. Descriptive and inferential statistics, Raykov’s rho coefficients, Pearson product-moment correlations, measurement models, structural models, and goodness-of-fit statistics were used to analyse the data. The results indicate that PE fit has a positive relationship with job satisfaction. Job satisfaction has a negative relationship with intentions to leave. PE fit has an indirect effect on intentions to leave via job satisfaction. Leader empowering behaviour moderates the relationship between job satisfaction and intentions to leave. Various recommendations were made for the selected retail company as well as for future research. The retail company and employees should comprehend the impact of PE fit on outcomes such as job satisfaction and intentions to leave, as both parties are equally affected by its implications. Therefore, both pro-active and re-active measures should be institutionalised to address PE fit. Additionally, the retail company should understand the importance of leader empowering behaviour and the impact it can have on their business unit and the organisation as a whole. Recommendations for future research include longitudinal research designs, as well as the expansion of research beyond the selected company in the retail industry. / MCom (Industrial Psychology)--North-West University, Vaal Triangle Campus, 2015

The constant and rapid change in technology is creating opportunities as well as challenges for schools. School leaders need to embrace the use of information communication technology (ICT) to enhance the effectiveness of management in a school. A great deal of concern, however, is the ineffective use of ICT in school management. Although some school leaders are aware of the multiple advantages of the use of ICT in school management, they do not incorporate it in the management of the school. Research has identified that one of the main advantages and opportunities for the use of ICT in school management is that it is less time consuming because it reduces paper work. The ineffective use of ICT in school management seems to be even more of a problem in rural and township primary schools. The White Paper on e-Education states that “every South African manager, teacher and learner in the general and further education and training bands will be ICT capable” by 2013. The most important finding is that, despite the increase in educational and technological development of information communication technology in South Africa, school leaders are still not capable of using ICT effectively to manage their schools. Even though the use of technology is encouraged, it is not used efficiently by school leaders to manage their schools. Literature indicates that little research has been done as yet regarding the use of ICT by school leaders in school management. In the light of the above-mentioned, the need arises to determine and understand what the training needs of school leaders are for them to effectively use ICT in managing their schools. The aim of the research was firstly, to determine the importance of the use of ICT in the management of schools. Secondly, to establish the role ICT currently plays in the management of schools. Lastly, to determine the specific training needs of school leaders for them to effectively use ICT in managing their schools. In this research qualitative methodology was used which is embedded in the interpretive paradigm. The qualitative strategy of inquiry was phenomenological. The qualitative approach attempted to examine personal experiences and viewpoints of interviewed school leaders with regards to their training needs concerning the use of ICT in school management. The method of data collection was individual semi-structured interviews, based on the literature review. Interviews were recorded by the researcher using an audio recorder. The trustworthiness of the collected data was ensured. Collected data was transcribed and analysed by means of the computer software programme Atlas ti™. The main findings of the research include: - Findings with regard to the importance of the use of ICT in the management of schools. ICT is an important tool that makes school management easier and less time consuming. - Findings with regards to the current role ICT plays in school management. Even though school leaders realise the importance of the use of ICT, it does not play an important role in school management. The most important role ICT currently plays in school management is merely communication. - Findings with regards to training needed by school leaders in the use of ICT in the management of schools. School leaders need ICT training starting from basic courses to more advanced ICT courses in all aspects of ICT, software and hardware included. Finally, recommendations are made to assist school leaders to obtain the necessary skills and knowledge regarding the use of ICT in the management of schools. Training needs of school leaders regarding the use of ICT should be addressed in training programmes which are specifically designed for leadership. Courses should be short, hands-on and aimed at developing ICT skills for use in school management. Follow-up and refreshment courses need to be presented on a regular basis, while progress is monitored regularly. / PhD, North-West University, Potchefstroom Campus, 2015

Financial institutions are faced with many changes and challenges, especially after the global financial crisis; and look to their human capital to provide their competitive advantage. It is therefore important to investigate effective means of managing employees in a way that could foster work engagement. Strengths use and leader-member exchange (LMX) quality create an opportunity for organisations to manage and utilise their employees more effectively and finally promote work engagement. The objective of this research study was to investigate the mediating effects of LMX quality in the relationship between strengths use and work engagement. A questionnaire was compiled, utilising the Strengths-based Leadership Questionnaire, the LMX-7 and the Utrecht Work Engagement Scale. These measuring instruments were administered to a total of 213 (N = 213) individuals employed in the financial services industry. For the purpose of this research study the quality of the LMX relationship was measured from the perspective of the subordinates. Strengths use was positively related to LMX quality and LMX quality was positively related to work engagement. Additionally, LMX quality played a mediating role in the relationship between strengths use and work engagement. Therefore, organisations can, by promoting strengths use and high quality LMX, achieve higher levels of employee work engagement. This research study is the first to include strengths use, LMX quality and work engagement in one mediating model. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

The constant and rapid change in technology is creating opportunities as well as challenges for schools. School leaders need to embrace the use of information communication technology (ICT) to enhance the effectiveness of management in a school. A great deal of concern, however, is the ineffective use of ICT in school management. Although some school leaders are aware of the multiple advantages of the use of ICT in school management, they do not incorporate it in the management of the school. Research has identified that one of the main advantages and opportunities for the use of ICT in school management is that it is less time consuming because it reduces paper work. The ineffective use of ICT in school management seems to be even more of a problem in rural and township primary schools. The White Paper on e-Education states that “every South African manager, teacher and learner in the general and further education and training bands will be ICT capable” by 2013. The most important finding is that, despite the increase in educational and technological development of information communication technology in South Africa, school leaders are still not capable of using ICT effectively to manage their schools. Even though the use of technology is encouraged, it is not used efficiently by school leaders to manage their schools. Literature indicates that little research has been done as yet regarding the use of ICT by school leaders in school management. In the light of the above-mentioned, the need arises to determine and understand what the training needs of school leaders are for them to effectively use ICT in managing their schools. The aim of the research was firstly, to determine the importance of the use of ICT in the management of schools. Secondly, to establish the role ICT currently plays in the management of schools. Lastly, to determine the specific training needs of school leaders for them to effectively use ICT in managing their schools. In this research qualitative methodology was used which is embedded in the interpretive paradigm. The qualitative strategy of inquiry was phenomenological. The qualitative approach attempted to examine personal experiences and viewpoints of interviewed school leaders with regards to their training needs concerning the use of ICT in school management. The method of data collection was individual semi-structured interviews, based on the literature review. Interviews were recorded by the researcher using an audio recorder. The trustworthiness of the collected data was ensured. Collected data was transcribed and analysed by means of the computer software programme Atlas ti™. The main findings of the research include: - Findings with regard to the importance of the use of ICT in the management of schools. ICT is an important tool that makes school management easier and less time consuming. - Findings with regards to the current role ICT plays in school management. Even though school leaders realise the importance of the use of ICT, it does not play an important role in school management. The most important role ICT currently plays in school management is merely communication. - Findings with regards to training needed by school leaders in the use of ICT in the management of schools. School leaders need ICT training starting from basic courses to more advanced ICT courses in all aspects of ICT, software and hardware included. Finally, recommendations are made to assist school leaders to obtain the necessary skills and knowledge regarding the use of ICT in the management of schools. Training needs of school leaders regarding the use of ICT should be addressed in training programmes which are specifically designed for leadership. Courses should be short, hands-on and aimed at developing ICT skills for use in school management. Follow-up and refreshment courses need to be presented on a regular basis, while progress is monitored regularly. / PhD, North-West University, Potchefstroom Campus, 2015

South Africans are engaged in daily battles with work-related and non-work related issues. Although an organisation is not capable of addressing or changing all the issues experienced by the South African population, it can intervene in order to improve the quality of its employees’ working lives. A suggested starting point is person-environment fit (PE fit), due to its effect on job satisfaction and intentions to leave. Consequently, when an individual experiences low PE fit, it will contribute to job dissatisfaction, and intentions to leave as international research has shown. To possibly decrease the impact of these relationships, it is important for leader empowering behaviour to be evident throughout the organisation. The objectives of this study were to determine possible relationships, indirect effects, and moderating effects between PE fit, job satisfaction, intentions to leave, and leader empowering behaviour. A convenience sample of employees working under the guidance of a leader/manager/supervisor was taken from a retail company in Gauteng. Participation in the study was voluntary. A measuring battery measuring PE fit (i.e. person-organisation fit, needs-supplies fit, and demands-abilities fit), job satisfaction, intentions to leave, and leader empowering behaviour (i.e. delegation of authority, accountability, self-directed decision making, information sharing, skills development, and coaching for innovative performance) was used. Descriptive and inferential statistics, Raykov’s rho coefficients, Pearson product-moment correlations, measurement models, structural models, and goodness-of-fit statistics were used to analyse the data. The results indicate that PE fit has a positive relationship with job satisfaction. Job satisfaction has a negative relationship with intentions to leave. PE fit has an indirect effect on intentions to leave via job satisfaction. Leader empowering behaviour moderates the relationship between job satisfaction and intentions to leave. Various recommendations were made for the selected retail company as well as for future research. The retail company and employees should comprehend the impact of PE fit on outcomes such as job satisfaction and intentions to leave, as both parties are equally affected by its implications. Therefore, both pro-active and re-active measures should be institutionalised to address PE fit. Additionally, the retail company should understand the importance of leader empowering behaviour and the impact it can have on their business unit and the organisation as a whole. Recommendations for future research include longitudinal research designs, as well as the expansion of research beyond the selected company in the retail industry. / MCom (Industrial Psychology)--North-West University, Vaal Triangle Campus, 2015

Syftet med denna uppsats är att undersöka hur samtalsledarna upplever den utbildning de fåttsamt vad som påverkar arbetet med att bemöta de ensamkommande ungdomarna i frågor kring sex och samlevnad. För att uppnå studiens syfte används en kvalitativ metod i form av två fokusgruppsintervjuer. Varje fokusgrupp bestod av tre samtalsledare som hade gått grundutbildningen. Genom att använda rollteorin analyserades den roll som samtalsledarna skulle gå in i. HVB-hemmet sågs som en integrationsarena där målet med verksamheten var att skapa förutsättningar för de ensamkommande barnens sociala integration i samhället. I resultatet framkom att flera faktorer påverkade möjligheterna att genomföra samtalen med ungdomarna. Samtliga personer som gått utbildningen tyckte att de fått mycket nya kunskaper kring ämnet samtidigt som flera av dem uttryckte att de saknade kunskaper i hur man leder ett samtal i grupp. Flera av samtalsledarna uttrycker en osäkerhet kring vad samtalsledarrollen innebär vilket kopplas till vad rollteorin beskriver som en rollförvirring. Språket och användningen av tolk ansågs som ett hinder, vilket gjorde att de flesta samtalen genomfördes med de ungdomar som kunde det svenska språket så att tolk kunde undvikas. Den nuvarande situationen med ett stort antal ensamkommande ungdomar påverkade också möjligheterna att genomföra samtalen då fokus framförallt låg på att få vardagen att gå ihop. / The aim of the study was to examine how the discussion leaders experienced the education that they have received, and what influences the work to respond to the unaccompanied youth in their questions about sex and relationships. In order to achieve the aim of the study, a qualitative approach was used in the form of two focus group interviews. Each focus group consisted of three discussion leaders who had passed basic training. The role that the discussion leaders would enter was analyzed by using the role theory. The residential homeswere seen as integration arenas where the goal of the agency was to create conditions for unaccompanied children's social integration into society. In the result it emerged that several factors affected the possibilities of implementing the conversation with the unaccompanied youths. All persons who received the education felt that they received much new knowledge about the subject while several of them expressed that they lacked knowledge of how to lead a conversation in groups. Several of the discussion leaders expressed uncertainty about what their role as discussion leader means, this was connect to what the role theory describes as a role confusion. The language and the use of an interpreter were considered as an obstacle, which meant that most of the conversations were conducted with the youths who could speak Swedish so that the interpreter could be avoided. The current situation with a large number ofunaccompanied young people also affected the possibilities of conversations as the focus mainly was to cope with the everyday life. / SESAM

I denna essä reflekterar jag över ett dilemma som är egenupplevt. Dilemmat handlar om svårigheten i att leda ett arbetslag som ännu inte är färdig utbildad förskollärare. Dilemmat belyser min utvecklingsprocess som jag genomgått under min erfarenhetsbaserade förskollärarutbildning. Jag beskriver mina inre tvivel på min förmåga som ledare och utifrån min berättelse försöker jag finna svar och nya insikter. Syftet med denna essä är att försöka synliggöra ledarskapet i förskolläraryrket. Jag använder mig av ett hermeneutiskt synsätt som innebär att försöka tolka och förstå erfarenheter och fenomen. Mina frågeställningar fokuserar på ledarskap och utveckling. Reflektionen är viktig för att kunna synliggöra mina tankar och kunna granska mig själv kritiskt. Frågor jag arbetar kring är bland annat skillnaden mellan olika ledarstilar och vad skillnaden är mellan att vara chef respektive ledare. I essän diskuterar jag FIRO teorin för att se på gruppers utveckling. I slutet av uppsatsen ser jag på läroplanen och ansvarsfördelningen inom förskolans verksamhet samt jämför den gamla läroplanen med den reviderade upplagan. I slutet reflekterar jag kring mitt eget ledarskap och olika ledarstilar. Min slutsats är att jag som ledare behöver anpassa mitt ledarskap till rådande situation samt att jag som förskollärare verkar som en förebild.