Over the past few years there has been growing interest in the study of leadership styles and organisational culture. Internal issues and external environment challenge the leadership of manufacturing organisations, Scarborough(2001). The focus of the research was to gain insight into the transformational leadership of manufacturing organisations. Although leadership scholars have generated a significant stream of research on transformational leadership, there has been a lack of attention to the specific features in the context of transformational leadership such as contingency theories, attribution theory, and organisational culture. The study investigates the effects of transformational leadership on situational determinants and organisational culture in manufacturing organisations in Pakistan. Podsakoff et al, (1990) a 23-item measure of transformational leadership inventory questionnaire was employed to evaluate transformational leadership in manufacturing organisations. The objectives of this research study are: Firstly to study transformational leadership in Pakistani manufacturing organisations. Secondly to study transformational leaders' behaviour in manufacturing organisations with respect to situational determinants, i.e., situation strength, attribution theory, feedback, and organisational culture. Thirdly to develop hypotheses concerning the relationship between transformational leadership, and situational determinants and to develop a model of relationship between transformational leadership, situational determinants and organisational culture. Lastly, to suggest further research guidelines for transformational leadership phenomena and leadership in Pakistani manufacturing organisations. Results from the research show that transformational leaders tend to create weak situations for their followers in manufacturing organisations; they favour discretion to their followers and delegate decision-making to followers. Transformational leaders also tend to make external attributions for the causes of poor performance in their organisations, and assume follower's mistake as a learning experience. They try to establish close contact with their followers and seek feedback directly from followers. Transformational leaders favour clan type culture more in their manufacturing organisations; however adhocracy culture is not completely ignored. A new leadership alignment model incorporating various concepts focusing on leadership style, organisational leadership, and situational strength has been introduccd. Results from the data analysis indicate that there is a need to train more leaders in Pakistani manufacturing organisations to benefit from the transformational leadership style, as it has beene stablished that transformational leadershipis an influential form of leadership clearly associated with high levels of individual and organisational performance(, Shamir & Kark, 2002). As pointed out by Bass, (2002) leaders will be prized for their innovativeness, responsiveness, and flexibility, all linked to their frequency of transformational leadership behaviour.

Internal branding in universities has been acknowledged in marketing literature as an important area of research. In the context of higher education institutions, employees play a crucial role in the branding process. Research within the current spectrum of internal branding indicates some ambiguities surrounding internal branding in higher education. Yet very few studies are available in the field of internal branding within universities to explore employee behaviour in brand support. Accordingly, the objective of this study is to examine, from the academic staff’s perspective, the relationships between internal branding in universities and employee brand support and also the relevant underlying mechanisms (specifically, the mediating effects of internal branding aspects, i.e., 1. brand-centred training and development activities and 2. internal brand communications) in a Thai university context. This study employed a mixed methods approach with a dominant quantitative component, involving semi-structured interviews (with 19 respondents) and a pilot survey (with 95 respondents) to collect data for the development of measurement scales. Afterwards, the main survey (with 347 respondents) was conducted in order to test the research hypotheses and the proposed conceptual model. In addition, information from the semi-structured inteviews is used to explain the relationships found in this study after hypothesis testing. Based on a review of the existing literature in a range of fields (including higher education management, brand management, organisational identity, organisational culture and behaviour, corporate communication, human resource management, marketing management, government policy and leadership), this study proposes a conceptual model of the positive relationships between internal branding activities in universities (internal brand communications and brand-centred training and development activities) and employee brand support. In addition, the transformational leadership characteristics of the immediate leader (idealised influence or charisma; inspirational motivation, intellectual stimulation and individual consideration) are also included in the model as determinants of internal branding activities and employee brand support. Brand-centred training and development activities and internal brand communication activities are proposed as mediators of the relationships in the model. The proposed conceptual model is developed on the basis of marketing control theory (Jaworski, 1988) combined with transformational leadership theory (Burns, 1978), social learning theory (Bandura, 1977) and Lewin’s (1947) change theory. From the statistical findings, together with upport from the literature and the in-depth interviews during the exploratory stage, this study finds positive relationships between brand-centred training and development activities, internal brand communication activities, the transformational leadership characteristics of the immediate leaders and employee brand support. However, an unexpected outcome is that the relationship between internal brand communication activities and employee brand support is not significant. This outcome indicates that the brand-centred training and development construct fully mediates the relationship between internal brand communication activities and employee brand support. Therefore, in order to create employee brand support behaviours among academic staff, institutions cannot rely solely on their internal communication activities. This finding highlights a crucial role for brand-centred training and development activities in building employee brand support in the context of higher education. In addition, the study finds that, given transformational leadership characteristics, an immediate leader of academic staff not only affects their brand support behaviour, but also either initiates or influences internal branding activities in the institution, thereby creating employee brand support among academic staff. Therefore, institutions which want to build employee brand support from the academic staff should ensure that the immediate leaders of their academic staff’ should manifest transformational leadership characteristics. Finally, this investigation is expected to be of value in advancing current knowledge about internal branding in universities and also be useful to higher education management and public policy-makers who want to encourage academic staff to support their university’s brand.

Digitalisation and the phenomenon of digital transformation is rapidly and fundamentally changing existing businesses and organisations alike (Collin, 2015). Although considered a prime challenge for leaders of complex and changing organisations, research in the combined field of digitalisation and leadership however still remain scarce. As executives are tasked with the leading of digital transformation, this study aims to understand how digitalisation effects top management leadership. To achieve this, the study takes a two-folded approach by (1) outlining six characteristics of digitalisation and (2) analysing how these characteristics effect three contemporary forms of leadership: values-based, transformative and authentic leadership. Through a broad literature survey and 13 in-depth interviews with executives and organisational leaders, the study found that the six identified characteristics of digitalisation all effected the three forms of contemporary leadership. The different characteristics did not only change how the leaders practiced each of their leadership styles, but also how their leadership manifested itself through the use of various digital tools, methods and processes in order to enhance and empower their leadership. Even the sub-features of each leadership form were subject to this fundamental digital change. What was also found were three complementary perspectives when leading complex and changing organisations: the perspective of holism, virtuality and networked-based hubs. Each of these perspectives were premiered aspects to be considered as a contemporary leader.

Abstract MAKING LEADERS: EXAMINING HOW ELEMENTARY SCHOOL STUDENTS DEVELOP AN UNDERSTANDING OF LEADERSHIP AND SHOW EMERGING LEADERSHIP TENDENCIES By Sarah E. Evans, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2014 Director: Whitney Sherman Newcomb, Ph.D. Professor, Educational Leadership The purpose of this study was to understand how young children develop skills and concepts of leadership, when nurtured in a developmentally appropriate manner. Leadership was defined as a process that people use to bring out the best in themselves and others, while working towards a common purpose. This study examined a leadership curriculum, The Leader in Me, as it was being taught in an elementary school, grades K-5. The researcher used a qualitative lens to understand parents’ and teachers’ perceptions of the program, and the study findings indicated that The Leader in Me was used as both a way to teach leadership and for behavior modification. Teachers reported teaching leadership through direct instruction, informal instruction, curriculum materials, and practice. In addition, the children’s leadership behaviors were analyzed through the transformational leadership model to find The Leader in Me resulted in attempting to make transformational leaders. The children showed signs of transformational leadership through the behaviors of the 4 I’s: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The data further showed positive gains in school culture, leadership development, and personal growth. Standardized testing pass rates were examined, but the researcher found the leadership program had no discernable impact on student achievement. This study found that there is merit in looking to our nation’s educational system to support the intentional process of developing leaders in schools. Keywords: leaders, leadership, leadership development in children, The Leader in Me, 7 Habits, transformational leadership

Background: Women in senior positions have been, for a long time, discredited. We wanted to study their current situation and understand how they assert themselves in their companies. We thought it would be interesting to see their link to management and leadership. Purpose: The purpose of this paper is to understand the position of female managers in organizations through the exploration of gender roles, characteristics and stereotypes. Method: We conducted our research by reviewing literature about leadership theories, management versus leadership and gender influences over leadership. Then, we conducted a qualitative study with a comparison analysis between the banking, consulting and agri-food industries in France to update the current knowledge regarding female managers, to understand how they assert themselves. Conclusion: The results suggest that it is still hard for women to assert themselves and reach manager or leader positions. However, this is mostly due to their own perceptions of themselves. Women tend to lack self-confidence, which is unfortunate because female managers generally use a transformational leadership style which is considered as one of the best, which means they have all the keys to become both successful managers and leaders, using androgynous characteristics. They also endure the maternity leave and tend to sacrifice their professional career for the benefit of their family life. Women simply need to be more confident and keep asserting themselves.

This dissertation examines factors with influence on the organizational cultural competence of Emergency Medical Services (EMS) systems. The purpose of this study was to draw on theories of representative bureaucracy and transformational leadership to assess cultural competence in Emergency Medical Services systems from the perspective of EMS leadership, within careful consideration of the external environment in which EMS systems operate. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

The aims of this research are to identify the elements of leader sensemaking which both promote and hinder mindset change. I Use a qualitative, ethnographic active participant research approach in three organisations and semi-structured interviews with leaders from other organisations. My research identifies the inter-related elements of leader sensemaking of an organisational change methodology which is influenced in its approach by postmodern thinking and which challenges current mindsets about leadership and organisation. By identifying and establishing the interrelationship between nine key elements of leader sensemaking my research provides academics and practitioners with a basis for facilitating leader mindset change. I also identify further research opportunities around issues of sustaining individual mindset change and embedding this in organisational culture, which I have identified as a result of my research. Nine key elements of sensemaking are identified and used to understand the sensemaking process of leaders. I identify the relationship between the elements and the impact they can have in both promoting and inhibiting mindset change. My research finds that current leader thinking about organisations, leadership and organisational change is largely modernist in perspective. When presented with a methodology that is influenced by a postmodern perspective all the elements shape and influence the sense the leaders make of the challenge to their mindset and their decision on whether or not to engage with the methodology. These elements are inter-related, each is essential but insufficient in isolation, and each influences, and is influenced by, all the others. My research explores the relationship between the sensemaking elements in a range of practical organisational settings. In so doing it provides insight into how those wishing to influence the mindsets of others can understand and recognise the dynamic of sensemaking, whilst highlighting that changing leader mindsets is not something that has easy ‘how to’ answers or which can be achieved by following simplistic cause and effect step models that are prevalent in the current literature which many practitioners are familiar with.

The Healthcare Quality Strategy for NHS Scotland, relates its overall vision of healthcare quality to six dimensions of care as: Safe, Efficient, Effective, Equitable, Timely and Patient Centred. Patient Centred Care also underpins many subsequent policies such as the management of Long Term Conditions (Scottish Government, 2008) and the Chief Medical Officers Realistic Medicine report (Barlow, et al., 2015) Leadership styles and associated policies and procedures are often assumed to inhibit or encourage the delivery of quality Patient Centred Care and the NHS invests millions of pounds per year in Leadership training. At a clinical team and management level there are behaviours and initiatives that can arguably have positive and negative impacts on the ability of individual practitioners to provide quality Patient Centred Care. However there have been no attempts to empirically test the association between (good) Leadership and quality Patient Centred Care. Without any evidence of such a relationship, NHS investment of substantial resources may be misguided. Additionally, much of the focus of research in both Leadership and Patient Centred Care has focused on medical practitioners and nurses. There is little research that focuses on the impact of allied health professionals' (a term describing 12 differing health care professional groups representing over 130,000 clinicians throughout the United Kingdom) practice on the quality of person centred care and how this is affected by Leadership structures and styles. This study aimed to explore whether there is a direct or indirect link between (transformational) Leadership and achieving the delivery of high quality Patient Centred Care (PCC) in allied health professional (AHP) practice. Aim The aim of this thesis was to explore whether it was possible to empirically demonstrate a relationship between Leadership (good or bad) and Patient Centred Care, and to do this in relation to Allied Health Professional practice. Research questions I. Is there a relationship between Transformational Leadership and Patient Centred Care in AHP practice? II. How do AHP’s conceptualise Leadership and its impact on their ability to deliver PCC? III. Do local contexts influence the ability of leaders to support Patient Centred Care? Study one Study one was designed to answer research question one: exploring the relationship between transformational Leadership and Patient Centred Care using survey design. Two groups of Allied Health Professionals were selected to take part in the study: Podiatrists and Dieticians. Clinical team leaders from across 12 Podiatry teams and 12 Dietetic teams completed a survey composed of measures of transformational Leadership and self-monitoring. Clinicians from these teams were also be asked to complete questionnaires on their perception of their clinical leaders’ transformational Leadership skills. This allowed comparison of self-assessed Leadership and team assessed Leadership. Clinicians were also asked to collect patient experience measures from 30 of their patients. Study Two Study Two was designed to answer research questions 2 and 3: how do AHPs conceptualise Leadership and how do they view the link between Leadership and their ability to deliver Patient Centred Care; and how might local context impact on professional Leadership and therefore its potential to enable or inhibit Patient Centred Care. In depth interviews were conducted with clinicians and clinical team leaders to explore the barriers and facilitators to effective Leadership, teamwork and the provision of quality care. Interviews were conducted with 21 Podiatrists and 12 Dieticians and analysed using a framework analysis approach. Results I. Is there a relationship between Patient Centred Care and transformational Leadership in AHP practice? The theory that there is a link between transformational Leadership and Patient Centred Care was confirmed. A significant relationship was discovered for the dietetics group linking Transformational Leadership with patient centred quality of care measures. There was also a relationship in the podiatry group that was suggestive of a relationship. II. How do AHP’s conceptualise Leadership and its impact on their ability to deliver PCC? AHP’s in both groups had broadly similar conceptualisations of Leadership and both groups played down the role of Leadership in the delivery of Patient Centred Care. A far more salient factor in achieving the delivery of high quality Patient Centred Care for the AHP’s interviewed was professional autonomy. III. Do local contexts influence the ability of leaders to support Patient Centred Care? A number of contextual issues related to both Patient Centred Care and Leadership were identified from the qualitative analysis. These were centred on systemic factors, relating to management and bureaucracy, and individual factors, such as relationships within teams. In Podiatry a major shift in the context of care was ongoing during the study, namely a greater emphasis on encouraging patients to self-care. This affected the relationships between patients and Podiatrists, and Podiatrists and managers, in a way that Podiatrists felt it negatively impacted on their ability to provide quality Patient Centred Care. Conclusion A weak relationship was observed between Transformational Leadership styles and the delivery of Patient Centred Care in two Allied Health Professional groups. Professional autonomy was identified as being more likely to facilitate delivery of person centred care. Organisational issues and intervening policy directives can impact on the delivery of Patient Centred Care, regardless of Leadership. Recommendations Further work exploring the link between Leadership and Patient Centred Care is required. The concept of professional autonomy should be fostered within Leadership programs to enhance delivery of Patient Centred Care. The impact of individual policies, such as moves towards more self-care, on quality criteria need to be more fully considered. Whilst such policies may make care more efficient, there may be negative consequences for other quality care criteria, such as Patient Centred Care.

This research study aims to investigate the significance of the gender of secondary school head teachers in influencing their leadership styles within the context of Pakistan. Pakistan's cultural milieu is characterized by patriarchal undertones that translate into low gender equality, particularly in terms of lower educational attainment and lesser professional opportunities for females as compared to males. Within this setting, this thesis views the relationship between gender and educational leadership through the feminist educational leadership perspective, while the contextual environment is analysed by employing an adaptation of Brofenbrenner's ecological development theory. A mixed-methods research design has been used to answer this study's research questions. The quantitative research method is based on a survey that was administered to a random sample of 350 secondary school head teachers belonging to the public and private sectors within nine districts of the Punjab province in Pakistan. The self-rater Multifactor Leadership Questionnaire was used to determine the self-perceptions of head teachers regarding their leadership styles. In addition, the qualitative research method utilizes semi-structured interviews of a purposive sample of 14 head teachers in order to obtain an in-depth understanding of how the contextual environment is perceived by head teachers and to investigate whether the head teacher's gender is a significant factor in influencing these perceptions within Pakistan's context. The survey generated 264 responses and the findings indicate that on average secondary school head teachers perceive their leadership style as being transformational; particularly private sector female head teachers have the highest mean score for the transformational leadership style, hence suggesting that the gender of secondary school head teachers does play an important role in terms of influencing how they assess their leadership styles in Pakistan's context. Furthermore, the qualitative analysis of the interviews reveals important gender-based differences in terms of how head teachers perceive their contextual environment and how they practice transformational leadership within their schools. This study's findings have implications for theory, practice and policy making in the field of educational leadership, as they emphasize the need for implementing gender-sensitive educational policies that may facilitate both male and female head teachers to perform their roles effectively as school leaders within Pakistan's context.

Thesis (MBA.) --University of Limpopo, 2017 / This study drew attention to the influential role the transformational leadership constructs can play in increasing women representation in decision making structures of the Department of Social Development (DSD). The DSD’s Sekhukhune District in Limpopo Province was used as an area of study. The aim of the study was to investigate the significance of transformational leadership in pursuing gender parity in the DSD’s Sekhukhune District. The study followed an exploratory research design and implemented a qualitative methodology. A total of 10 DSD managers were targeted. Furthermore, a purposive sampling was used and interviews were conducted as the method of data collection. The data collected had been analysed thematically. The results revealed that although there have been improvements of more appointed women managers within the organisation. There were still more women managers than men managers within the organisation. However, most men occupy senior management positions while most women occupy the lower managerial positions. Most managers were not inspired to perform more than they were expected giving the reason that, they lack resources and their efforts often go unrecognised. Most managers found political appointment discouraging towards fair promotions. Nevertheless, there were enough women who possess required leadership skills. Conversely, there were no programmes that support women participation and empowerment in issues relating to gender parity. Leadership training, transformational leadership, provision of resources and salary acceleration were common suggestions to pursue gender parity. The study recommends that the DSD Sekhukhune District leadership should adopt and implement transformational leadership, change political appointment, appoint leaders with relevant qualifications, establishing a functional gender mainstreaming office within the DSD Sekhukhune District, adequate budgetary support and specialised training of staff shall assist in closing the gender parity gap.