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RESEARCH AIM The aim of this study is to provide a deeper understanding in how leadership competencies are perceived to be important for hybrid team members team performance in both, a virtual and face-to-face setting. This, to investigate how different leadership competencies could be used by a hybrid team leader to manage the hybrid teams performance. RESEARCH METHOD This study uses qualitative research method and is conducted by using exploratory research. The data for this study was collected through 10 semi-structured interviews with hybrid team members. The collected data was analysed by using a thematic analysis approach. THEORETICAL PERSPECTIVE Previous literature has been examined, where three concepts have been chosen for this study: Hybrid teams, hybrid team leadership and leadership competencies. Based on the examined literature, a conceptual framework was constructed by the authors. RESULTS Interpersonal sensitivity as a leadership competence was fundamentally important for all hybrid team members, as a strong socio-emotional relationship was required to create a desire for other competencies. The complexity of hybrid teams was evident in how virtual team members perceived leadership actions, as they felt misunderstood by the hybrid team leader and alienated from the hybrid team. CONCLUSION The hybrid team leader needs to carefully consider the virtual team members needs to mitigate their negative perception of team performance. It could be done by allowing more autonomy by practising a supportive leadership role, use one-to-one meetings for relationship building, and by giving clear guidelines. KEYWORDS Hybrid team, Virtual team, Face-to-face team, Hybrid leadership, Leadership competencies, Team performance.

The objectives of this study were to identify leadership competencies required by health services leaders, determine the role of mentorship in leadership development and, make recommendations for succession planning in the public health sector. A quantitative approach using an exploratory and descriptive design was used, with the intention of conducting a census survey. Respondents were managers in positions 11 and upward. Findings revealed that experience assisted managers in improving the technical competencies of human resources, financial and strategic planning, but not that of leadership skills and behaviour, and communication and relationship management, which required development in the form of mentorship. It is recommended that leadership development for future leaders be embedded in succession planning, based on policy guidelines. Limitations of this study were that a response rate of 30% was achieved and due to the narrow geographical coverage, the findings could not be generalised. / Health Studies / M.A. (Health Studies)

本研究旨在瞭解臺北市公立幼稚園園長人格特質與團隊領導能力之內涵與現況，探討其兩者之間的關係，進而探討臺北市公立幼稚園園長人格特質對團隊領導能力的影響。 本研究方法主要為訪談法以及問卷調查法，問卷調查樣本以臺北市公立幼稚園園長及教師為研究對象，共500位，樣本回收290份，回收率為58%，可用樣本為287份，可用率為57.4%。研究工具為「臺北市公立幼稚園園長團隊領導能力調查問卷」，主要包括兩大部分，首先是參考Saucier(1994)所編製的「Mini-Markers」(五大人格特質精簡量表)，經翻譯與題意修正後發展成適用於國內的「臺北市公立幼稚園園長人格特質量表」，第二，則是自編之「臺北市公立幼稚園園長團隊領導能力量表」。本研究所使用的統計方法包含描述性統計分析、單因子變異數分析(One-way ANOVA)、皮爾森積差相關(Pearson’s product -moment correlation)、逐步多元迴歸分析(Stepwise Multiple Regression)等方法進行分析。根據研究結果與分析後歸納之研究結論如下： 一、臺北市公立幼稚園園長人格特質與團隊領導能力的內涵及現況 (一)臺北市公立幼稚園園長人格特質包含活潑外向、友善隨和、負責認真、情緒穩定、經驗敞開等五大向度；其整體和分向度得分均為中上，其中以「友善隨和」得分最高，「經驗敞開」得分最低。 (二)臺北市公立幼稚園園長團隊領導能力包含核心領導能力、團隊塑造能力、人際智能與問題解決能力等三大向度；其整體和分向度得分均為中上，其中以「人際智能與問題解決能力」得分最高，「團隊塑造能力」得分最低。 二、不同背景變項在臺北市公立幼稚園園長人格特質與團隊領導能力之差異情形 (一)不同背景變項在臺北市公立幼稚園園長人格特質的得分方面：研究發現在最高學歷、園長年資及園所規模有顯著差異，年齡和服務年資沒有顯著差異。 (二)不同背景變項在臺北市公立幼稚園園長團隊領導能力的得分方面：研究發現在園所規模有顯著差異，而年齡、最高學歷、服務年資、園長年資等方面無顯著差異。 三、臺北市公立幼稚園園長人格特質與團隊領導能力之相關情形 臺北市公立幼稚園園長整體人格特質與整體團隊領導能力之間呈顯著高度正相關(r=.810，p＜.01)，人格特質各分向度與團隊領導能力各分向度之間皆呈顯著正相關。 四、臺北市公立幼稚園園長人格特質對團隊領導能力之預測情形 臺北市公立幼稚園園長人格特質之經驗敞開、負責認真、友善隨和、活潑外向等聯合四個向度對整體團隊領導能力、核心領導能力、團隊塑造能力有顯著的預測力，而經驗敞開、友善隨和及負責認真等聯合三個向度對人際智能與問題解決能力有顯著的預測力，其中團隊領導能力及其分向度皆以經驗敞開最具預測力。 最後，本研究根據研究發現，提出相關建議，俾供臺北市教育行政機關、臺北市公立幼稚園園長以及後續研究參考。 / The main purpose of this study was to investigate personality traits and team leadership competencies of directors for public kindergarten in Taipei City, and to explore the relationship between personality traits and team leadership competencies, and to discuss personality traits how to influence team leadership competencies. The survey method included interview and questionnaires investigation. Participants in this study were teachers and directors for public kindergarten in Taipei City, and the number of participants were 500, and 290 samples(58%) were retrieved, and 287 valid samples(57.4%) were used in this study. The measures included Mini –Markers that made by Saucier (1994) and team leadership competencies questionnaire that made by author. Data were analyzed by description statistics, one-way ANOVA, Pearson’s product -moment correlation and Stepwise Multiple Regression. Based on the statistics analysis of the questionnaire, this study finds reaches the following results: A.In the aspect of personality traits and team leadership competencies of directors for public kindergarten in Taipei City: 1.The personality traits include five parts: (1) Extraversion, (2) Agreeableness,(3) Conscientiousness,(4) Emotional stability,(5) Openness to Experience. The perception of directors and teachers were above average agreement of the five parts. For directors, the best dimension is “Agreeableness”, and the worst dimension is “Openness to Experience”. 2.The team leadership competencies include three parts: (1) Core Leadership,(2) Team Building,(3) Interpersonal Intelligence and Problem-Solving. The perception of directors and teachers were above average agreement of the three parts. For directors, the best dimension is “Interpersonal Intelligence and Problem-Solving”, and the worst dimension is “Team Building”. B.The influences of personality traits and team leadership competencies of directors for public kindergarten in Taipei City: 1.Personality Traits: highest educational degree, years of director service, and school size have significant influences on personality traits. But director’s age and years of service do not have any significant influences. 2.Team Leadership Competencies: school size has significant influences on team leadership competencies. But director’s age, highest educational degree, years of service, and years of director service do not have any significant influences. C.In the aspect of relationship between personality traits and team leadership competencies of directors for public kindergarten in Taipei City: 1.There is a significant and positive correlation between personality traits and team leadership competencies. 2.Personality traits (Extraversion, Agreeableness, Conscientiousness, Openness to Experience) do promote team leadership competencies, especially Openness to Experience.

The objectives of this study were to identify leadership competencies required by health services leaders, determine the role of mentorship in leadership development and, make recommendations for succession planning in the public health sector. A quantitative approach using an exploratory and descriptive design was used, with the intention of conducting a census survey. Respondents were managers in positions 11 and upward. Findings revealed that experience assisted managers in improving the technical competencies of human resources, financial and strategic planning, but not that of leadership skills and behaviour, and communication and relationship management, which required development in the form of mentorship. It is recommended that leadership development for future leaders be embedded in succession planning, based on policy guidelines. Limitations of this study were that a response rate of 30% was achieved and due to the narrow geographical coverage, the findings could not be generalised. / Health Studies / M.A. (Health Studies)

Title: Competences of leader of changes in education based on example of Hejný's methods of teaching mathematics Author: Bc. & Bc. Markéta Mátlová Supervisor: doc. PhDr. Jana Marie Šafránková, CSc. The thesis deals with the issue of changes in education from the perspective of one particular system changes in the teaching of mathematics in primary school. The aim of this thesis is to analyze the competencies of leader of changes in education based on the case of implementation Hejný's methods of teaching mathematics in primary schools, with an emphasis on the personality of prof. Milan Hejný. The theoretical part summarizes findings from the literature focused on process management changes and determinants of success changes, people's reactions to the changes. It also deals with personality of leader as the wearer of changes, its characteristics, leadership competency model and its role in the change process. The practical part is based on knowledge from theoretical part and it provides a list of twenty characters of leader, which are divided into five groups. Based on qualitative content analysis of Hejný and his two associates interviews it was possible to decide whether Hejný meets the characteristics of leader of changes in education and to formulate recommendations for other people interested...

Bakgrund: Utvecklingen inom informationsteknik (IT) har skapat många möjligheter för samhället, vilket har lett till framgångsrika IT-bolag som erbjuder digitala produkter och tjänster. IT-sektorn har en hög tillväxttakt vilket attraherar investeringar och skapar jobbmöjligheter. Trots detta är risken att misslyckas inom IT-sektorn hög, och många nystartade IT-bolag överlever inte de första åren på grund av den dynamiska och komplexa miljön de verkar i. Inom IT-sektorn finns det tusentals nystartade bolag, och begreppen 'start-up' och 'scale-up' används för att beskriva dessa. Ett start-ups är ett ungt bolag i ett tidigt utvecklingsstadie, medan scale-up är ett bolag som har nått nästa tillväxtfas och strävar efter att öka sin omsättning och etablera sin marknadsposition. Ledarskapet i dessa miljöer har visat sig spela en avgörande roll för framgång i både start-ups och scale-ups, då miljön är ytterst osäker och snabbföränderlig. Däremot är det fortfarande oklart vilken typ av ledare, och mer specifikt vilka ledarskapskompetenser, som bidrar till ett framgångsrikt start-up respektive scale-up. Tidigare forskning pekar även på att ledarskap är högst kontextrelaterat, och att de ledarskapskompetenser som är viktiga i en kontext inte behöver vara densamma i en annan. Ledarskapskompetenser bör därmed identifieras och utvecklas för att säkerställa att ledaren innehar rätt färdigheter, kunskap, beteende och egenskaper som krävs för att nå strategiska mål och prestationsförväntningar i den specifika miljön.  Syfte: Studiens syfte är att undersöka och få en ökad förståelse för vilka ledarskapskompetenser som associeras med framgång vid IT-bolags tillväxtfaser, start-up respektive scale-up. Metod: Studien har ett kvalitativt tillvägagångssätt och utgår från en hermeneutisk ansats eftersom den syftar till att förstå och tolka företeelser inom det valda forskningsområdet. Vidare används en abduktiv ansats, vilket medför att forskare i denna studie växlar mellan empirisk och teoretisk reflektion. För insamling av empiri har semistrukturerade intervjuer nyttjas med noga utvalda respondenter. Insamlad empiri har sedan analyserats genom en tematisk analys. Slutsats: Studiens resultat visar att det inte är någon markant skillnad mellan de ledarskapskompetenser som associeras med framgång i respektive tillväxtfas. Det tillkommer däremot några ledarskapskompetenser när bolaget skalar upp som relaterar till en ökad arbetsstyrka, vilket kräver mer fokus på struktur och omsorg av medarbetare. Vidare så pekar studiens resultat på att de ledarskapskompetenser som krävs i båda faserna kan behövas nyttjas annorlunda och till olika ändamål. De ledarskapskompetenser som anses krävas i båda tillväxtfaserna är visionär, uthållig, riskbenägen, strategisk, kundfokuserad, kunskapsorienterad, rekryteringsförmåga, omhändertagande, anpassningsbar och flexibel. De ledarskapskompetenser som tillkommer i scale-up är strukturförmåga, förtroende, kommunikativ och kunskapsöverförande.

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The general purpose of this study was to determine whether there is a difference in self-perception between male and female leaders. The sample group included male and female leaders in a few companies (e.g Fluor, Human Dynamics, The Munt, Rand Merchant Private bank etc) companies. Each manager's self-perception was tested against the way in which others (managers, peers, subordinates) perceive him or her. The difference between the self-rating and that of the others was measured to establish the difference in perception between self and others. The results showed that men were slightly more self-aware than the females. It is recommended that it would be beneficial to find ways in which the environment can be prepared to limit the impact of gender differences on the implementation of the 360 feedback system (or any other performance management system) and to investigate variables such as cultural differences, age and the concept of self-perception. / Indust & Org Psychology / MA(IND AND ORG PSYCHOLOGY)

is imperative for the South African education system to produce youth who are empowered to grow to be leaders of integrity and courage. Student leaders (prefects) face an enormous challenge in trying to persuade peers to be motivated and self-disciplined. The student leaders need to understand themselves as well as their peers in order to make considered responses to their peers. The level of emotional intelligence of student leaders will determine the effectiveness of their response to fellow students (learners) and allow them to fulfil their leadership responsibilities effectively. Emotional intelligence leadership (EIL) profiles were obtained from an emotional intelligence leadership questionnaire, followed by semi-structured interviews which explored the role of emotional intelligence in student leadership. These research techniques allowed the researcher to gain insight into each student leader’s level of emotional functioning as well as to identify emotional intelligence leadership skills that needed to be developed further. The importance of providing training and opportunities to practise leadership skills at school was emphasized. / Teacher Education / M. Ed. (Educational Management)