Cultural conflict in business cooperation is a universal phenomenon with the development of global economic integration, especially for the two main cultures, Eastern and Western culture. This thesis aims to create new knowledge of leadership behavior and cross cultural style via surveying the literature and analysing data collected through interviews and a survey. / Results reveal differences in behaviour and style between Chinese and Australian managers. Leaders' self-ratings differ significantly between the Chinese and Australian samples for most scales, except for Management-by Exception (MEA) and Laissez-faire, and the overall Transactional Leadership scale. Part of the differences which existed were due to Australian leaders rating themselves higher than the Chinese leaders. The differences are greatest for the variables Idealized Influence (Attributed), Effectiveness and Inspirational Motivation. / There are cultural differences in that leadership in China shows that extra effort will be most affected by intellectual stimulation. This suggests that leaders in China who invite participation and critical focus on common problems are likely to get extra effort from associates; whereas in Australia, the same outcome is more likely to result from attributed idealized influence, manifested in the degree of charisma, conviction and integrity in a leader. Both Chinese and Australian leaders see extra effort arising from transformational qualities. The findings of interviews with several senior Chinese leaders extend these findings in a variety of ways and support most of these perspectives. / A summary discusses the findings relating to Western literature, ancient Chinese concepts of management, modern Chinese literature, and the results of the survey, and interviews (quantitative and qualitative respectively). Limitations of the research and suggestions for further research complete this thesis. / Thesis (PhDBusinessAdministration)--University of South Australia, 2006

Thesis (Ph. D.(N.T.)--Universiteit van Pretoria, 2002. / Includes bibliographical references (p. 296-322).

D.Comm. / The globalisation of the South African economy since 1994 has emphasised the need for a new form of leadership, with specific emphasis on authentic and transformational leadership. By understanding the psychodynamic aspects that drive the transformational leader organisations will be able to identify and develop transformational leaders. A real need exists to understand the psychodynamic attributes of transformational leaders and how these attributes affect their behaviour and effectiveness. Most of the currently available research on psychodynamic attributes and their relationship with leadership behaviour and effectiveness is one-dimensional in nature: the research has investigated one or at most two, stand-alone psychodynamic attributes of leaders and their relationship with transformational leadership behaviour and leader effectiveness.

The purpose of this study was to determine whether there are differences in the perceptions of the importance of identified servant leadership characteristics for high school principals held by teachers in schools located in two diverse communities. Servant leadership is a practical philosophy supporting people who serve first in their life and work (Frick, 2004, p. 8). Like other leadership philosophies, the practice of servant leadership may be influenced by variables that are particular to the environment in which it is employed (Howard, 2005; Kelly & Williamson, 2006; Lambert, 2004). This research is a case study involving two purposively chosen communities. Participants in the study were teachers from high schools in two diverse communities, one located in urban coastal Virginia and the other located in rural southwestern Virginia. A similar number of participants were obtained from the two communities to assure appropriate representation for data analysis. A 48-item questionnaire using a Likert-type scale was used as the research instrument. The questionnaire was constructed using the servant leadership characteristics and behaviors identified by Abel (2000). The questionnaire was offered to all teachers in both communities. A confirmatory factor analysis was used to group the 48 items into 12 factors. The data secured were compiled and analyzed to determine differences in teachers’ perceptions of the importance of identified characteristics of servant leadership in principals in the two communities. While all the identified characteristics were found to be important, the analysis indicated statistically significant (p< .01) differences did exist for the factor represented the servant leadership characteristics of building community, communicating vision, and empowering people. For this factor, the population from the urban community had a higher mean score (3.78 compared to 3.49) and smaller standard deviation (.29 compared to .49) than the population from the rural community. The implications of the study are that current school leaders might be able to better manage and lead their school communities if they adapted their practice of servant leadership to the particular characteristics of their communities. Similarly, principal preparation programs might incorporate the findings into their curricula. / Ed. D.

This report discusses a research project undertaken to investigate servant leadership and examine the extent to which its associated behaviours are implemented within two departments of a large South African petrochemical company, and how the mean scores for respondent’s perceptions on the degree to which their direct supervisors practice servant leadership behaviours correlate with perceptions of interpersonal trust and passive management-by-exception. Based on the results of extensive research conducted on servant leadership over the past 40 years, it is clear that this leadership philosophy has a strong grounding in ethics, with its value placed upon people based on their inherent humanity and beyond their utilitarian worth to businesses in meeting their objectives. The author hypothesizes that one of the departments investigated (SSSS) does experience a high prevalence of servant leadership behaviours, based on the high levels of employee engagement prevalent within this department according to a recent survey, and that the other department (GSS) does not experience a high prevalence of servant leader behaviours. Both departments were found to have a moderate level of servant leader behaviours, but neither was found to be servant led. The author also investigates the possible relationship between servant leadership and interpersonal trust (as measured by Nyhan and Marlowe’s OTI) and servant leadership (SL) and passive management-by-exception (MBEP) (as measured by Avolio and Bass’s MLQ). The author uses Sendjaya et al.,’s SLBS to measure servant leadership. A moderate negative relationship was found between SL and MBEP and a moderately strong positive relationship between SL and interpersonal trust.

This report discusses a research project undertaken to investigate servant leadership and examine the extent to which its associated behaviours are implemented within two departments of a large South African petrochemical company, and how the mean scores for respondent’s perceptions on the degree to which their direct supervisors practice servant leadership behaviours correlate with perceptions of interpersonal trust and passive management-by-exception. Based on the results of extensive research conducted on servant leadership over the past 40 years, it is clear that this leadership philosophy has a strong grounding in ethics, with its value placed upon people based on their inherent humanity and beyond their utilitarian worth to businesses in meeting their objectives. The author hypothesizes that one of the departments investigated (SSSS) does experience a high prevalence of servant leadership behaviours, based on the high levels of employee engagement prevalent within this department according to a recent survey, and that the other department (GSS) does not experience a high prevalence of servant leader behaviours. Both departments were found to have a moderate level of servant leader behaviours, but neither was found to be servant led. The author also investigates the possible relationship between servant leadership and interpersonal trust (as measured by Nyhan and Marlowe’s OTI) and servant leadership (SL) and passive management-by-exception (MBEP) (as measured by Avolio and Bass’s MLQ). The author uses Sendjaya et al.,’s SLBS to measure servant leadership. A moderate negative relationship was found between SL and MBEP and a moderately strong positive relationship between SL and interpersonal trust.

Le leadership est un enjeu majeur pour l’organisation policière. Cette recherche vise à analyser les effets du leadership transformationnel sur les individus et les équipes dans le contexte de la police française au travers du rôle médiateur de l’engagement au travail. Les résultats de notre étude longitudinale en multiniveaux, menée auprès de 1520 policiers répartis dans 144 équipes, sur une période de 8 mois, indiquent que le leadership transformationnel a des effets directs et indirects sur différentes variables de performance opérationnelle au niveau individuel et de l’équipe. Plus précisément, au travers de la théorie des demandes et des ressources de l’emploi (Demerouti et al., 2001), nous montrons que le leadership transformationnel agit comme une ressource qui va inciter les subordonnés à s’engager davantage dans leur travail ce qui va se traduire par une amélioration de la performance des policiers. Nos résultats participent ainsi à éclairer la « boite noire » du leadership transformationnel (Jung et Avolio, 2000) en expliquant le « comment » et le « pourquoi », au travers de l’engagement au travail, le leadership transformationnel agit sur la performance. Aussi, sur la base de la théorie de l’échange social (Blau, 1964), nous montrons l’émergence de relations similaires au niveau collectif via l’existence de climats de travail comme le climat de leadership transformationnel ou le climat d’engagement au travail qui agissent à la fois sur la performance opérationnelle aux différents niveaux. Les contributions théoriques de cette recherche, les implications managériales pour l’organisation policière ainsi que les voies futures de recherches sont discutées. / Leadership is a major challenge for the police organization. This research aims to understand the effects of transformational leadership on individuals and teams within the context of the French police through the mediating role of work engagement. The results of our multilevel and longitudinal study conducted among 1,520 policemen in 144 teams, over a period of 8 months, indicate that transformational leadership has direct and indirect effects on different outcomes at the individual and the team level. More specifically, through the lens of job demands and resources theory (Demerouti et al., 2001), we show that transformational leadership acts as a resource that encourages the subordinates to become more engaged in their work that in turn improved performance. Our results thus help to illuminate the "black box" of transformational leadership (Jung and Avolio, 2000) explaining "how" and "why" through work engagement, transformational leadership enhances performance at work. Also, based on the theory of social exchange (Blau, 1964), we show the emergence of similar relationships at the collective level through the existence of work environments such as transformational leadership climate or work engagement climate which have effects on outcomes at different levels. The theoretical contributions of this research, the managerial implications for police organization as well as avenues for future research are discussed.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Feb. 8, 2007). PDF text: 143 p. : ill. UMI publication number: AAT 3216415. Includes bibliographical references. Also available in microfilm and microfiche format.

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The purposes of this study were to determine the effectiveness of a computer-assisted lab environment in a course on leadership and to determine if undergraduate students believed that leadership concepts could be successfully taught in an asynchronous environment. The same research methodology and survey instruments were employed across a five year time difference from 1999 to 2004 to additionally measure temporal differences in students' perspectives. Students' attitudes toward computer-based leadership education were measured by a leadership perception index, a technology perception index, a class-inclusion acceptance index, and a discussion technology acceptance index administered through a post-activity survey that measured responses in both a quantitative and qualitative format. Students participated in a leadership lab activity in one of three treatments: 1) no computer-facilitated interaction and traditional classroom interaction, 2) completely asynchronous, computer-facilitated interaction, or 3) hybrid interaction consisting of half computer-facilitated, and half-traditional classroom interaction. A post-activity survey was used to collect data about the students' perceptions of their experiences. Post-activity survey quantitative scores from 1999 and 2004 indicated that a majority of students accepted learning about leadership through asynchronous technological means. Somewhat contradictorily, students in 2004 indicated a much greater qualitative skepticism to technology use than their 1999 counterparts, who much more favored inclusion of technology. Students who were not exposed to any technological experience in this activity quantitatively answered that the interpolation of technology into leadership education would not be successful in 1999, but changed that opinion to be favorable in 2004. Quantitatively, the hybrid group felt the use of technology was the most acceptable of the three treatment groups, with the asynchronous group also finding favor to a lesser extent. Students in 2004 used computing resources more frequently from off-campus than in 1999, when the majority of students used computers to access the assignment on-campus. Students who completed parts of the assignment asynchronously did so most often between the hours of 8 p.m. and 2 a.m. No statistically significant quantitative differences were found in the temporally displaced data, other than students in the control group of 2004 were much more receptive to technology use to facilitate leadership education.