There is scant research into the influence of leader or follower personality on the development of leader-member exchange quality (LMX; Dienesch & Liden, 1986; Gerstner & Day, 1997; Liden, Sparrowe, & Wayne, 1997, Harris, Harris, & Eplion, 2007). Furthermore, where such research has been undertaken, it has focused mostly on broad-trait based personality factors (such as the Big-Five; Phillips & Bedeian, 1994; Erdogan, Liden, & Wayne, 2006). There are strong theoretical grounds for expecting that more narrow and specific relationship-based personality assessments will provide superior prediction of LMX quality, and richer insights into the LMX development process. The current study draws on attachment theory (Bowlby, 1969/1982, 1973, 1980; Mikulincer & Shaver, 2007) to examine how individuals' dispositions relate to their LMX quality and two relationship-based aspects of work performance (organizational citizenship behaviour [OCB] and counterproductive work behaviour [CWB]). The moderating influence of emotion regulation and affectivity on these relationships was also explored. Data were collected from managers, front-line staff, and their co-workers at two Canadian hospitals. Emotion regulation (Gross, 1998a; Gross & John, 2003) was found to moderate the association between attachment and LMX. Additionally, in some instances leaders' trait affectivity interacted with emotion regulation to influence the impact of leader attachment on LMX quality. Theoretical and applied implications of these findings are discussed. / Thesis / Doctor of Philosophy (PhD)

Motivation är ett komplext fenomen där det är olika faktorer som spelar roll från individ till individ. Förändringar är en stor del i människor vardag och storleken på den organisatoriska förändringen påverkar hur lätt eller svårt det är att motivera till dem. Då människor reagerar olika behöver en förändringsledning anpassa sig utifrån individer då motivationen är en viktig faktor för ett lyckatförändringsarbete. Denna studie avser att undersöka faktorer som bidrar till en ökad motivation utifrån både ett ledar- och medarbetar- perspektiv. Sex kvalitativa intervjuer har genomförts inom två företag med uppdelningen av två ledare från ena företaget samt två ledare och två medarbetare från det andra företaget. Resultatet påvisar transparens, tydlighet och delaktighet är viktiga aspekter för att skapa motivation inför större förändringsarbeten. Relationen mellan ledning och medarbetare står sedan i fokus inom diskussionen som grundar sig i ledarskapsteorin Leader-Member Exchange Theory. / <p>PE207G. Examinationsdatum: 2023-08-17.</p>

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This thesis explored the cognitive, character-inference process that Dirks & Skarlicki (2004) assert contributes to trust development. Self-reported transformational leadership, leader integrity, organizational justice, and leader prototypicality correlated positively with cognitive trust in this sample of 81 student employees (63% female, mean age 20.5) of a large southeastern university. Leader prototypicality, a cognitive evaluation process, partially mediated the relationship between leader integrity and trust. This study's prime contribution was the longitudinal, empirical test of a model of trust development in interdependent leader-follower dyads. Future research may explore other antecedents of trust, assess how the cognitive process of trust development occurs, or investigate the relationship-based social exchange mechanism Dirks and Skarlicki (2004) suggest contributes to the development of affective trust. / Master of Science

Sammanfattning Titel: Att leda löshästar - en studie om hur resurskonsulter upplever ledarskapet i kundföretagen Nivå: C-uppsats i ämnet företagsekonomi Författare: Sabina Molin och Kamilla Kristoffersson Handledare: Monika Wallmon och Lars Ekstrand Datum: 2015 – Januari Syfte: Syftet med detta arbete är att med hjälp av leader-member exchange theory undersöka utbytesrelationerna mellan resurskonsulter och deras närmaste ledare på kundföretaget samt vilka ledarbeteenden som används för att leda inhyrd arbetskraft och hur de påverkar relationerna. Metod: Denna uppsats har ett positivistiskt förhållningssätt och det används en hypotetiskdeduktiv metod som innebär att hypoteser deduceras från teori och sedan prövas mot empiri. En kvantitativ ansats används genom att samla in empiri genom webbenkäter som skickades ut till 148 respondenter. Resultat &amp; slutsats: Undersökningen visade att stödjande ledarskap och leda som förebild hade störst påverkan på utbytesrelationerna. De ledarbeteenden som användes i störst utsträckning var berättigande och erkännande. Utveckling och visionerande användes allra minst. De flesta utbytesrelationer var höga. Förslag till fortsatt forskning: Flera förslag till fortsatt forskning presenteras men vi finner att undersöka både ledare, ordinarie och inhyrd personal för att jämföra hur ledarskapet se ut och få en bredare bild är främsta intresset. Uppsatsens bidrag: Denna uppsats har bidragit med en insyn i hur ledare leder inhyrd personal och hur detta ledarskap ser ut i form av ledarbeteenden och utbytesrelationer. Nyckelord: Ledarskap, inhyrd personal, utbytesrelation, leader-member exchange theory, ledarbeteende, transformativt och transaktionellt ledarskap.

In today's global competitive environment, many organizations utilize virtual workgroups to overcome geographic and organizational boundaries. Research into their dynamics has received the attention of scholars within multiple disciplines, and the potential for an integrative approach to the study of virtual workgroups exists. This dissertation is a first step towards such an approach. The primary aim of this research is to examine antecedent and contextual factors that affect the emergence and effectiveness of leaders in virtual workgroups. To achieve this aim, an integrative model assembled from theory and empirical findings in leadership, management, social identity, and communications research is posited. Hypothesized relationships depicted in the model identify key dispositional and contextual variables linked to leader emergence, member behavior, and leader effectiveness within virtual workgroups. This study employed a nonexperimental research design, in which leader emergence and social identity manifest as naturally occurring phenomena. Data collection occurred via two web-based surveys administered at different points in time. Hypothesized relationships were tested utilizing correlational and hierarchical moderated multiple regression analyses. The findings of this dissertation suggest that traits, such as personality and cognitive ability, are not associated with leader emergence in virtual workgroups. In addition, the results indicate that the exhibition of relationship-oriented leader behaviors enhances group identity. In turn, identification is associated with increases in perceptions of leader effectiveness and decreases in counterproductive behavior exhibited by group members. This dissertation exposes an important limitation to the application of trait leadership theory. It also demonstrates the importance of relationship-oriented behavior and social identity in virtual contexts. Further, it advances an integrative theoretical model for the study of virtual workgroup phenomena. These contributions should assist and inform other researchers, as well as practitioners, interested in leadership and group member behavior in virtual workgroups.

In the present study, a description is made of the teacher leader's role in an externally initiated professional initiative. LISA-PLOT (Linking Instruction and Student Achievment – Professional Learning Observations of Teaching) is a ULF (Developement, Learning and Research)  project where the fields of knowledge within the Swedish subject's didactics and school improvement research together with practice. This master's thesis is placed in the field of knowledge for school improvement and more specifically with a focus on organization and management. The purpose of the study is to contribute to the knowledge about the asignment of the teacher leader in an externally initiated and organized initiative. This has been done by answering two questions: What similarities and differences appear in the teacher leaders' descriptions of what happens when they carry out their leadership assignment? What supportive and limiting arrangements can be distinguished in the practice of teacher leaders’ within LISA-PLOT? The theoretical starting point has been taken within the practice theory, and specifically the theory of practice architectures has been used to analyze the result (Kemmis et.al., 2014). The study has a qualitative approach, where data collection has taken place through interviews with the teacher leaders and observations of teacher leader meetings together with the academy. The conclusions that can be drawn from this study are that the practice of teacher leader´s in LISA-PLOT has involved several different tasks. The main task has been to lead the collegial learning in the use of the PLATO elements through observations and feedback. To be able to do this, different practical actions and communication with different people have been required. Despite the fact that most teacher leaders have been in an unknown context, strong relationships have been established between participants and the teacher leader. To keep the teacher leader´s practice in place, there have been various arrangements that have been both supportive and restrictive. Based on this study, it becomes clear that the arrangements are practically related, but the arrangements move between the different dimensions and they can also vary from being supportive to being limiting. / I föreliggande studie görs en beskrivning av lärledarens roll i en externt initierad professions­satsning. LISA-PLOT (Linking Instruction and Student Achievment – Professional Learning Observations of Teaching) är ett ULF- (Utveckling, Lärande och Forskning) projekt där kunskapsfälten inom svenskämnets didaktik och skolförbättring forskar tillsammans med praktiken. Denna mastersuppsats är placerad i kunskapsfältet för skolförbättring och mer specifikt med inriktning på organisering och ledning. Syftet med studien är att bidra med kunskap om lärledarens uppdrag i en externt initierad och organiserad satsning. Det har gjorts genom att besvara två frågeställningar: 1.      Vilka likheter och skillnader framträder i lärledarnas beskrivning av det som händer när de utför sitt ledaruppdrag? 2.      Vilka stödjande och begränsande arrangemang kan urskiljas i lärledarens praktik inom LISA-PLOT? Den teoretiska utgångspunkten har tagits inom praktikteorin och specifikt har teorin om praktikarkitekturer använts för att analysera resultatet (Kemmis et.al., 2014). Studien har en kvalitativ ansats, där datainsamling har skett genom intervjuer med lärledarna och observationer av lärledarträffar tillsammans med akademien. De slutsatser som kan dras utifrån denna studie är att Lärledarnas praktik i LISA-PLOT har inneburit flera olika uppgifter. Den huvudsakliga uppgiften har varit att leda det kollegiala lärandet i användandet av PLATO-elementen genom observationer och återkopplingar. För att kunna göra det har det krävts olika praktiska handlingar och kommunikation med olika parter. Trots att de flesta lärledare befunnit sig i en okänd kontext har det knutits starka relationer mellan deltagare och lärledare. För att hålla lärledarens praktik på plats har det funnits olika arrangemang som har varit både stödjande och begränsande. Utifrån denna studie blir det tydligt att arrangemangen praktiskt hör ihop, men arrangemangen rör sig mellan de olika dimensionerna och de kan också växla från att vara stödjande till att vara begränsande. / LISA-PLOT - Linking Instruction and Student Achievement-Professional Learning Observations of Teaching

In this study we examined co-workers experiences of having a previous colleague as their leader, which is relatively common. We made qualitative interviews with six social welfare administrators who had been through this situation at work. The questions had been concentrated at how they were affected by the previous relationship, what expectations they had, and their view of how the business had been handled by their leader. The result of these interviews has then been connected to two leadership theories. The conclusion of the study was that the experience of the situation differs. One negative experience that emerged was that the leader had a hard time letting go of the roll as a colleague, which in turn made a few co-workers feel bad about how some co-workers were favoured and others not. Some of the commented expectations were to receive a more specific job-competent leader from outside, a leader who could raise and advance the activity at work, along with expectations of treating all co-workers equally. An opinion that the leader was always looking for consensus has emerged which wasn't always perceived positive, another wish was that the leader also has to be able to make own decisions. Everyone experienced a great involvement in the activities and the leadership was also experienced to have been democratic.

This research builds on Implicit Leadership Theory, which suggests that a leader's performance is likely to be higher when there is congruence between a follower's prototype of what a leader should be and his or her perception of the leader's behaviour. The essence of effective leadership, according to this theory, is being seen as a leader by others. Data were collected from 196 leaders and 1,738 followers from 23 countries within Cargill Incorporated, a US food and agricultural multinational. The research was conducted in two phases. During the first phase data were collected on followers' desired leadership values and their perception of their leader's behaviour on the same dimensions. These data were used to compute a congruence score based on a weighted sum of absolute differences. The congruence score data formed the heart of an individualised Leadership Fit Report written for each leader in the study showing the extent of congruence across 21 leadership characteristics (see Appendix A). The second phase of the study focused on a subset of 933 followers from five countries testing the two hypotheses. The two hypotheses in Phase Two were partially supported. The first was that congruence between desired leadership values and perceived behaviour leads to high performance of a leader and incongruence leads to lower performance. The second was that the relationship between congruence and leader performance varied by nationality. The cross-cultural test of Implicit Leadership Theory captured in Hypothesis 2 was particularly important to Cargill because it revealed unique and important differences between the five countries included in the second data set. This study found that the nature of the relationship between congruence and leader performance varies significantly between all five countries. More specifically the data suggests that congruence does not always lead to high performance. This study, albeit exploratory, makes theoretical, methodological and practical contributions in the following ways. i. A cross cultural test of Implicit Leadership Theory in a multinational organisation with a significant sample size. ii. An existing desired leadership values questionnaire was used and developed further to measure leadership values and leader perception. iii. All 196 leaders received a personalised feedback report showing the level of congruence (or degree of fit) for 21 leadership characteristics. iv. A methodological contribution was made by using Polynomial Regression Equations and Response Surface Methodology to measure the nature of the relationship between desired leadership values, perceived behaviour and leaders' performance. Implicit Leadership Theory was shown to be complex yet very relevant to management practice. The research undertaken was exploratory yet it has created the basis for on going discussion.