No description available.

This research examined the psychology of leadership with respect to Enterprise Risk Management (ERM). ERM a risk management process that has been developed to enable organizations to minimize internal and external risks and exploit opportunities for gain. Despite the prevalence of several ERM frameworks for various kinds of risk, their implementation has been at best, partially effective. Given that the implementation of ERM's is the responsibility of senior management / leaders of organizations, it was assumed that one of the reasons for the faulty ERM implementation may be attributed to poor leadership. The literature indicated that the psychology of leadership related to implementation of risk management programmes refers to the ability to make rational decisions under condition of risk and uncertainty and the ability to influence others in the organizations to adopt and develop a risk management culture. However, the elements of a psychology of leadership that would lead to effective ERM implementation have been largely ignored in the literature. The gap in the literature this research attempts to bridge. The abductive pragmatic approach was used using qualitative and quantitative methods and primary and secondary data. The analysis of the secondary data led to the formulation of a framework containing various psychological factors related to decision making, leadership style and organisational culture. Qualitative data was collected through semi-structured interviews with 42 respondents from private organisations operating in the Saudi oil and gas sector, whilst quantitative data were gathered from 100 respondents from private organisations operating across various sectors in Saudi Arabia. The analysis of primary data collected from the empirical survey and the information gathered from the literature review corroborated all the factors identified in relation to decision making, leadership style and organisational culture. The key factors found to impact psychology of decision making included risk perception, psychometric paradigms, bias, culture, gender, emotion, decision-making style, attitude and protective zones. The factors impacting psychology of creating organisational culture of risk included leadership style, development, communication and appetite for monitoring risk, the development of an ethical organisation, role identification, the transformational leadership style and facilitation of the emergence of champions at all levels of the organisational hierarchy. One of the key findings of this research highlighted the occurrence of bias or heuristics that can impede rational decision making under condition of risk and uncertainty. The most important of these include representation, availability and anchoring, which can lead individuals to overestimate or underestimate the consequences of their decisions, and make decisions that do not lead to the desired outcomes from occurring. Another finding is the corporate environment in Saudi Arabia related to risk management. It was found that women in Saudi Arabia are more risk averse than their male counterparts. Findings suggest that this is the outcome of social prescriptions related to the role of women and indicate that steps must be taken to break down cultural barriers that prevent female participation in decision-making processes. In this connection, it was also found that in Saudi Arabia there is low tolerance for uncertainty and ambiguity, high tolerance for hierarchy, that values the community over the individual and that is more masculine than feminine in its worldviews. All of these have resulted in a risk averse management culture in Saudi Arabian organizations. It was also found that it is the transactional leadership style that is better suited to risk management activity than authoritarian, individualistic or transactional leaders. These finding are relevant as they constitute a framework or model of ERM implementation that may be used by any organization that seeks to effectively implement ERM frameworks. The leaders of these organizations can use this framework to understand the mental processes that they undergo when they have to make rational decisions under condition of risk and uncertainty as also how to leverage various psychological factors in creating an organizational culture of risk. The key limitation of this research is that it does not conduct statistical tests to explore positive and significant links between the various dimensions of the psychology of risk leadership and the benefits of an effective ERM implementation. The recommendations aims to help improve ERM implementation in Saudi Arabia and a future research for those interested in investigating the influence the psychology of leadership on ERM in a context of a particular sector.

The roots of Primary Education are found within broadly progressive ideologies. These philosophies have become subject to challenge with attempts to apply business management models to schools. Ideals of education for an economic role led to the development of the Education Reform Act (1988) which established a number of provisions, radically altering the management of schools. These requirements promoted greater school based management emphasising teachers' autonomy and the development of collaborative working patterns. Paradoxically this was within a framework that reduced schools control over the curriculum, and represented a considerable move in government policy and an alteration in the context of planning and implementation, thereby creating a tension. A major thrust of re-organisation in primary schools has been to encourage them to deploy staff in order to make best use of available subject expertise. The introduction of a National Curriculum, more formalised inspection procedures and standard attainment tests have raised school accountability and the necessity of developing pupils subject knowledge to an ever greater extent. Consequently Subject Leaders have become a serious consideration central to the quest to effectively meet the needs of the National Curriculum. It is this apparent paradox between centralist prescription and devolved control with the imposition of business management styles on primary schools that makes the role of Subject Leader such a complex issue. This research explores the roles of Subject Leaders in the context of the tensions that exist between the traditional primary school teaching values and cultures, and the new managerial systems being imposed on them. It is argued that the Subject Leadership role is influenced by three major factors. Firstly are factors external to the school such as legislative change and inspection reports. These act to shift school priorities dramatically. Legislation may also raise the importance of particular curriculum areas and act to undermine feelings of progress made in other subjects thus creating a hierarchy of subject responsibility. Secondly primary school management styles and structures are demonstrated to have a significant impact on the role. They are shown either to undermine or encourage Subject Leaders in playing an active role in the development of the curriculum. It is suggested that flat management styles are more successful as they are likely to value individual contributions. Thirdly factors are raised related to the Subject Leaders themselves showing clearly the importance they attach to communication and good relations with colleagues. In addition the culture of the school is shown to have a marked and interactive influence over all these factors Subject Leaders preferring to work in collaboration rather than seeing themselves as 'leading'. As a consequence it is argued that the language of leadership should be abandoned as encouraging division between colleagues and failing to capture the basic communal culture of primary education.

Thesis (D.Min.)--Liberty Baptist Theological Seminary, 1995. / Includes bibliographical references.

No description available.

Teams have been presented as a panacea to complex and turbulent business environments, but there are few examples of genuinely high-performing teams. This study considers the utility of work design as a means of improving the performance of project teams and thereby resolving this paradox. Grounded in quantitative methodology, and supported by relevant qualitative data, this study has used a single case experiment to examine the effects of multiple work design variables on the climate and performance of 49 construction project management teams. The single case environment provided an opportunity to study a large number of real work groups, executing broadly similar tasks, while controlling for the effects of organisational culture on social and work behaviour. The results indicated that three levels of intervention - transformational leadership, team organisation and team performance orientation - were influential in either (a) directly influencing project team performance or (b) creating a team climate which was itself predictive of desired outcomes, specifically the moderation of project complexity and higher levels of productivity. In particular, the results showed that the `inspiring a shared vision' leader practice was influential in explaining the perceived satisfaction of customers with project team performance. This provides empirical evidence that visionary leadership is an important determinant of high performance in complex, fluid and uncertain work environments, such as construction project management. Although task orientation and shared vision emerged as reasonably strong performance norms in the sample, it is generally difficult isolating the referent group norm(s) which explain(s) the variation in the performance of project teams working in myriad social, temporal and task conditions. Rather than attempting to manage group behaviour in realtime, therefore, the results of this study suggest that a coherent and integrated package of work design interventions can leverage exceptional value from project teams by helping each team to develop unique performance and behavioural strategies.

yes / The on-going changes in England and Wales health policy that aimed to promote competition, provide enhanced performance information and create small health organisations produce significant attention within management. As the organisation of health system has moved from what a ‘loose-coupled’ system to an integration control system, there is an issue regarding the roles of healthcare providers as professionals and mangers roles as leaders of healthcare organisations. It could be concluded that the financial challenge for staff and the institution besides the pressure of expectation influence the healthcare leadership. This resulted in involves them fully and without bias in this process whilst being pragmatic enough to develop ideas, theories and techniques despite pronounced resistance. Therefore to engage with these changes and the policy, which underpins it, this paper explore the behavioural aspect of leadership style and its effect on management practice. It also considers the management of change and the impact of leadership during the change process. / From email attached when submitting to Bradford Scholars on 10th Mar 2017: 22-Feb-2017 Dear Dr. McIntosh: Thank you for submitting a paper to Health Services Management Research. I am emailing to confirm that your manuscript entitled "The crisis of management in the NHS - The absence of leadership" has been successfully submitted online and is presently being given full consideration for publication in Health Services Management Research. We aim to complete peer review and make a decision on papers within 12 weeks". 10/03/2017 - sm / Val queried this is not in the journal yet. If it isn't we can discuss with Satu whether we keep the entry. Pre-prints are allowed by the publisher, but are we keeping them in Bradford Scholars. - sm 08/12/2017 / Pre-print submitted for peer-review.

Thesis (Ph.D.)--Antioch University, 2006. / Title from PDF t.p. (viewed Mar. 27, 2006). Advisor: Jon Wergin. Keywords: leadership development, evaluation, leadership, user-focused theory of action . Includes bibliographical references (p. 212-226 ).

The research study explores issues of management and communication from a gender perspective in secondary schools. It arose from a concern regarding the imbalance of men and women progressing to middle and higher management posts in secondary schools in England, as shown in the statistics published by the Department for Education and Skills (DfES) in a series of three documents from 1992 to 2001. The research problem concerns the possibility that there are gender differences in management communicative repertoires, which have the effect of undermining women's chances of promotion. Using case studies of four middle managers of both sexes in each of four secondary schools in one Midlands county of the UK, from 1995 to 2001, I observed, audio-recorded, and analysed team meetings as a non-participant observer. I transcribed key sequences, and, using the framework of discourse analysis, I investigated whether there were linguistic differences between the male and female middle managers, in order to analyse the way that language reflects management style, and to explore the possibility that linguistic differences might influence the under-representation of women in management posts. The research used qualitative methods, based on the post-modern constructivist approach to gender as a social construct, and on a dialectical approach to linguistic theory, focusing on the role of context, pragmatic speech activity and the function of utterances within interactions. The originality of the enquiry is that it uses discourse analysis of real managerial transactions by male and female middle managers taking place in regularly scheduled meetings in the workplace. I also investigated the organisational culture of the four schools in which the meetings were set, using a content analysis of documents and semi-structured interviews with the headteachers in each case. Much of the research into gender linguistics over the last decade has been of a feminist orientation and focused on one interpretation: that there are distinct gender differences in language use which reflect very different management styles and that women are, by default, negatively valued as potential managers. The argument has been that women's style is interpreted as falling short of a valued masculine model of language and management which is regarded as the norm. However, in this thesis I argue that communication processes are different for men and women, because they bring different frame and schema to their interactions and that while this may mismatch the style valued by their assessors, however, the language of male and female middle managers is also influenced by frames other than that of gender, such as that of the middle manager role and that of the organisational culture of the school. I explore the usefulness of the Community of Practice model, which has developed over the last five years, as a tool for describing language variation between genders, across organisational cultures and within shared enterprises, since it can be used to explain the overlapping sets of shared linguistic traits between different linguistic groups.

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.