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Abstract An Examination of Linkages Between Personality, Leader-Member Exchange, and the Psychological Contract By Mark George Kunze 2005 Committee Chair: Dr. Edward Miles Major Department: Management While previous research has focused mainly on relationships between various personality variables and either leader-member exchange or psychological contract violation, none has yet to examine how these constructs are linked. A model of these proposed relationships is developed based on theory drawn from literature in the areas of social psychology, leader-member exchange, and psychological contracts. The present research used structural equation modeling to examine the strength of the relationship between the personality variables of negative affect, positive affect, self-monitoring, and trait cynicism with respect to leader-member exchange and perceptions of psychological contract violation. Positive affect and negative affect were found to significantly relate to both LMX and the perception of psychological contract violation. Trait cynicism was not significantly related to LMX and only weakly related to perceptions of psychological contract violation. It was hypothesized that LMX would partially mediate the relationships between the individual personality factors and perceptions of psychological contract violation; however, the data did not support this hypothesis. While self-monitoring was hypothesized to moderate the relationship of positive affect, negative affect, and trait cynicism with LMX, the moderating effect was found to be significant only for the negative affect/LMX relationship.

Šiandien Lietuvos mokykloms reikalingi aukščiausios kvalifikacijos kompetetingi vadybos specialistai, turintys reikiamų žinių ir įgūdžių, nuolat tobulėjantys ir keliantys savo kvalifikaciją bei vadybinius gebėjimus, galintys daryti įtaką kaitos procesams savo mokykloje. Lietuvos mokyklų direktoriams standartai dar nėra nustatyti, tačiau anglų autoriai yra sudarę vadybos standartus. Siekiant išanalizuoti Nacionalinius standartus mokyklų direktoriams Velse, kuriuos leidžia Nacionalinė Velso Asamblėja ir atskleisti šios praktikos galimybes Lietuvoje, atliktas aprašas, kurio paskirtis – atlikti Velso ir Lietuvos mokyklų vadovų kompetentingumo vertinimo lyginamąją charakteristiką. Tyrimo tikslas - išanalizuoti Velso mokyklų vadovų kompetencijų vertinimo praktiką ir palyginti su Lietuvos švietimo dokumentais. Atlikus kokybinį tyrimą, buvo nustatyta, kad mokyklos vadovo kompetencija yra vienas iš veiksnių, lemiančių ugdymo kokybę, todėl būtinas valstybinis požiūris į mokyklos vadovo kompetencijos aprašą, į kompetencijų įgijimo ir tobulinimo sistemą. Siekiant aiškiau numatyti mokyklos direktoriaus veiklos modelį, siūlyti galimybę Lietuvos Respublikos švietimo ir mokslo ministerijai parengti standartus mokyklų direktoriams. / Today’s Lithuanian schools require highly qualified, competent management specialists who would have the necessary knowledge and skills, who would constantly improve and advance their qualification and managing skills, who could influence the changing processes at their schools. The standards for the Lithuanian school headmasters have not been set yet, however English authors give such standards. Seeking to analyze the Welsh national standards for the school headmasters, published by the National Assembly, and to disclose the possibilities of this practice in Lithuania there has been done a study, the aim of which is to make a comparative characteristic of the competence of Lithuanian and Welsh leaders. The aim of the study is to analyze the Welsh practice of evaluating the school leaders’ competence and to compare it with the Lithuanian educational documents. The qualitative study has shown that the school leader’s competence is one of the factors influencing the quality of upbringing, therefore the state point of view towards the study of the school leader’s competence, its acquisition and perfection system is necessary. Seeking to clearer determine the school headmaster’s module of activities, the possibility for the Lithuanian Republic ministry of education to prepare the standards for the school headmasters is suggested.

This thesis explores how digital communication can support compassionate leaders and compassionate workplaces. Through grounded theory methods, exploration and understanding emerged from compassionate leader semi-structured interviews. Emergent themes maintain digital communication can support the evolution of compassionate workplace connectedness and collaboration leading to a compassionate workplace experience. Compassionate leaders stimulating workplace compassion build an atmosphere of trust culminating in increased productivity and a joyful culture where one-on-one to multi-way interaction is supported by digital communication tools.

Darbo objektas: lyderystės raiška Šiaulių sporto mokyklose. Darbo tikslas: nustatyti lyderystės raišką Šiaulių sporto mokyklose. Darbo uždaviniai: 1. Aptarti lyderio ir vadovo sampratą. 2. Aptarti lyderių tipus ir lyderystės sampratą. 3. Išanalizuoti lyderystės raišką sporto mokyklose. 4. Nustatyti vadovavimo stilius Šiaulių sporto mokyklose. 5. Išskirti asmenines savybes, kuriomis turėtų pasižymėti sporto mokyklos vadovas. Tiriamasis klausimas: Kokie veiksniai įtakoja lyderystės raišką sporto mokyklose? Šiuo bakalauro baigiamuoju darbu siekta išanalizuoti lyderystės raišką Šiaulių sporto mokyklose. Darbe aptarta lyderio samprata, vaidmuo organizacijoje, lyderio ir vadovo santykis, lyderių tipai, lyderystės teorijos bei lyderystės raiška sporto mokyklose. Taip pat atliktas tyrimas, kurio metu buvo apklausiami Šiaulių sporto mokyklų treneriai. Tyrimo metu siekta išsiaiškinti kokiomis vadovo – lyderio savybėmis pasižymi Šiaulių sporto mokyklų vadovai, ir kokios yra pageidaujamos sporto mokyklų vadovų – lyderių savybės. Taip pat siekta nustatyti lyderiavimo stilius, vadovų – lyderių asmenines savybes, bei sužinoti kokios, trenerių nuomone, yra svarbiausios asmeninės savybės, kuriomis turėtų pasižymėti sporto organizacijos vadovas – lyderis. Atlikus tyrimą paaiškėjo, jog Šiaulių sporto mokyklų vadovams būdingi darnaus ir į darbuotojus orientuoto lyderio stiliai. Remiantis tyrimo rezultatais nustatyta, jog Šiaulių sporto mokyklų vadovai rodo pavyzdį, kaip reikėtų dirbti, kokių... [toliau žr. visą tekstą] / -.

Darbo apimtis 74 puslapiai, 8 lentelės, 19 paveikslų. Švietimo sistemos kokybės valdymas tampa vis reikšmingesnis. Mokykla turi išlaikyti atitinkantį šalies reikalavimus ugdymo kokybės ir veiklos efektyvumo lygį. Efektyvus pokyčių valdymas susijęs su visų institucijos narių tobulinimu, kur kiekvienas mokytojas turi galimybę tapti lyderiu, jei jis to siekia. Šių nuostatų kontekste, darbe analizuojama pedagogo lūkesčių branda, kaip kokybės vadybos lyderio formavimosi veiksnys. Remiantis tyrimo rezultatais nustatyta, kad pedagogo lūkesčių branda, tai patirtis tobulinant mokslinio darbo organizavimo metodus, o jos principai sudaro nuolat gerinamo darbo organizavimo pamatą. Visuotinė kokybė modernizuoja švietimo sistemą, lyderystės pasidalijimą ir būsimų lyderių ugdymą. Brandūs pedagogo lūkesčiai — efektyvios lyderystės pagrindas. Brandžiais pedagogo lūkesčiais laikytina veiksminga lyderystė, kuri turi kur kas didesnę įtaką mokyklos kokybės vadybos veiklai ir mokinių pasiekimams. Lyderystės praktika yra neatsiejama mokyklos mikroklimato dalis, susijusi su mokykloje vykstančiomis sąveikomis. Tyrimai parodė jog mokyklose nėra pakankamai sudarytų sąlygų pedagogo lyderystės formavimuisi. Neigiamais kokybės vadybos lyderio formavimosi veiksniais įvardinamas mobingas; lyderystės siekimo ir tobulėjimo galimybių stoka; dideli darbo krūviai; lyderystės kaip veiksnio nesuvokimas. Remiantis šiomis išvadomis mokyklų vadovams rekomenduojama pasirūpinti lyderystės infrastruktūros gerinimo... [toliau žr. visą tekstą] / Scope of work 73 pages, 8 tables, 19 pictures. Education system‘s quality management becomes more and more significant. Schools have to maintain the quality of education level which would fit country's requirements. Effective changes management is related to all institution members improvement where each teacher has an opportunity to become a leader if he seeks it. In the context of these attitudes, pedagogue expectations maturity is analyzed in this work, as a factor of quality management leader formation. According to research results it‘s identified, that pedagogue expectations maturity is an experience of improving scietific work organization methods, and it‘s principles make constantly improved work organization basis. General quality modernizes educational system, division of leadership and future leaders education. Mature pedagogue expectations is a basis of effective lydership which has significant influence for school quality management leadership activities and students‘ achievements. Leadership practise is an inseparable part of school microclimate, related to ongoing interactions at school. Researches showed that there aren‘t enough created conditions at school for pedagogue lydership formation. Negative quality management leader formation factors are named as follows: mobbing; lack of improvement opportunities in leadership; heavy workload; misunderstanding leadership as a factor. According to these conclusions it‘s recommended for headmasters to take... [to full text]

Vadovavimo stilių įvertinimas, jų pasireiškimas praktikoje tampa vis reikšmingesnis, nes atsižvelgiant į bendrojo lavinimo mokyklų aplinką, vadovavimo stiliai lemia vadovavimo filosofiją, ir konkrečias vadovavimo priemones. Taigi vadovavimo stiliai veikia aplinką ir kolektyvą, iš dalies arba visiškai jį kontroliuoja bei keičia. Naujajame mūsų šalies valdymo galimybių raidos etape, vadovai privalo tobulėti ir atsižvelgti į spartėjančius novatoriškus ir sudėtingus pokyčius visame pasaulyje. Dėl šios priežasties vadovavimo stilių žinojimas ir jų valdymas turi užtikrinti šiuolaikinės švietimo sistemos veiklos efektyvumą ir ekonominę naudą. Vadovavimo stilių suvokimas ir asmeninio stiliaus formavimas šiuolaikiniam vadovui yra ne tik deklaracija, bet ir vadybos instrumentas, kuriuo jis turi mokėti naudotis. Remiantis tyrimo rezultatais nustatyta, jog didelė dalis Lietuvos bendrojo lavinimo mokyklų vadovų-direktorių nesiekia aktyviai tobulinti savo vadovavimo stiliaus, neieško tampresnių ryšių su pedagogais įgyvendinant bendrus mokyklos veiklos interesus. Tai leidžia daryti išvadą, kad būtina tobulinti ir gerinti vadovo vadovavimo būdus ir metodus su mokyklos personalo interesais, numatyti priemones skatinančias mokytojų savarankiškumą ir iniciatyvumą. Tyrimo rezultatai parodė, kad vadovavimo stiliaus tobulinimas ir ugdymo įstaigos perspektyvus augimas turi aukšto laipsnio koreliacinį ryšį. Kuo labiau vadovo darbo stilius tobulinamas, tuo labiau yra atsižvelgiama į savo... [toliau žr. visą tekstą] / Evaluation of styles of leadership and their evidence in practise becomes more significant as styles of leadership determine philosophy of leadership and particular measures of leadership considering environment of schools of general education. Therefore styles of leadership influence environment and working team; partly or totally control it and change. In the new stage of development of possibilities of our country, leaders must improve and consider innovative and complicated changes, which have become more rapid all over the world. For this reason, knowledge of styles of leadership and their management must ensure effectiveness and economic benefit of activity of modern education system. Understanding of styles of leadership and formation of personal style for a modern leader is not only a declaration, but also an instrument of management which he/she must be able to use. In accordance with the results of the research, it was determined that a great part of principals-head teachers of Lithuanian schools of general education, do not seek to actively improve their style of leadership, do not look for closer relationship with pedagogues when implementing common interests of school’s activity. The following conclusions can be drawn from the present study: it is necessary to improve and perfect ways and methods of leader’s management considering the interests of school’s staff, and to foresee measures which would encourage independence and initiative of teachers. The... [to full text]

The transition for any executive into a new appointment is a challenge. This transition for the newly appointed Chief Information Officer (CIO) is especially challenging given the complexity and ambiguous nature of their role. Investment in information technology (IT) has steadily increased over the past twenty years and contributes to enabling business changes that drive organizational performance improvements. The role of the Chief Information Officer (CIO) has evolved into an executive who holds significant responsibility for leading the organization in realizing these investment benefits. Therefore unsuccessful CIO transitions can negatively impact the extent to which the organization’s IT benefits are fully realized. This research has one objective: to increase our understanding of the process of taking charge for the newly appointed Chief Information Officer (CIO). This increased understanding contributes to academic research as well as provides insights to practicing CIOs that will increase their probability of successfully taking charge of a new appointment. The project explores this phenomenon in depth from both the CIO’s and non-IT executive’s (CxO) perspective through semi-structured interviews with 43 executives. Participants included twenty-one Chief Information Officers and twenty-two C-suite, non-IT executives. The study integrates concepts from role theory and leader socialization with CIO leadership challenges. Findings indicate that the newly appointed CIO experiences a mutual adjustment process when they take charge. This adjustment occurs within their role set; the IT leadership team, the Chief Executive Officer (CEO) and the other top management team members (CxOs). The data suggests that CIOs experience three overlapping phases of taking charge; Entry, Stabilization and Renewal. These phases result in confidence, credibility and legitimacy as a new leader in the organization. The data further reveals that the type of transition (Start-up, Turnaround, Realignment or Success-sustaining) encountered by the CIO is a significant influence on the taking charge process. CIO socialization is influenced heavily by their role set and the expectations within it. CIOs will encounter CxO peers with varying preferences on interaction style and focus. In addition the CxOs in the study identified three different views of CIOs that reinforce the role ambiguity for the newly appointed CIO. The study reveals that CIOs experience organizational socialization in two domains of leadership. These domains are supply-side and demand-side leadership. The data suggests that supply-side socialization occurs prior to demand-side socialization. These socialization outcomes are dependent on transition type. This research extends previous work done on CIO transitions by identifying phases, activities and outcomes. An additional contribution is the first empirical model of new CIO socialization. Leader socialization research is enhanced with the study of a non-CEO executive. This model contributes a deeper understanding of the mutual adjustment process experienced by a newly appointed CIO. Practicing CIOs can apply these findings in developing transition plans and actions for taking a new appointment. The CxO types and attitudes can inform the newly appointed CIO on customizing their relationship building approaches. Understanding that taking charge requires 2-3 years can lead to more realistic expectations of the executive. The findings of this study can lead CIOs to a higher probability of success in taking charge of a new appointment.

SAMMANFATTNING ”Ju fler som äger  frågan, desto bättre kommer resultatet att bli” Förskolechefers syn på att utbildningen i förskolan ska vila på vetenskaplig grund och beprövad erfarenhet Antal sidor: 28 Från och med den 1 juli 2011 lyder förskolan under skollagen. Förskolan ses som första steget i utbildningsväsendet och utbildningen ska vila på vetenskaplig grund och beprövad erfarenhet. Studien syftar till att undersöka hur förskolechefer beskriver vetenskaplig grund och beprövad erfarenhet och hur de tänker att begreppen ska implementeras i verksamheten. Våra frågeställningar är: Hur uppfattar förskolecheferna   innebörden av begreppen vetenskaplig grund och beprövad erfarenhet och dess innebörd för den pedagogiska verksamheten?   På vilket sätt uppfattar de att dessa begrepp kan implementeras i verksamheten? För att få svar på våra frågor genomförde vi intervjuer med fyra förskolechefer. Intervjuerna transkriberades och analyserades. Utifrån tolkningar av svaren framkom fyra   områden: Ställningstaganden, Kommunikation/Dialog, Tydligare uppdrag och Dilemman i praktiken. Resultatet av studien visar att det finns en medvetenhet hos förskolecheferna om betydelsen av skollagens skrivning för förskolans verksamhet och status i samhället. Kravet på dokumentation ses som positivt, då förskolan tidigare varit dålig på att dokumentera sin verksamhet och koppla till forskning. Styrdokument och den egna utbildningen anses till stor del stå för den vetenskapliga grunden. Det komplexa är dock att den egna utbildningen upplevs som gammal och det gör implementeringsarbetet av de nya styrdokumenten svårt. En organisation där delaktighet, ett kritiskt förhållningssätt samt tid till diskussion och reflektion får plats är en förutsättning för att implementeringsarbetet ska lyckas. / ABSTRACT "The more people who own the issue, the better the result will be" Pre-school Managers' attitudes toward education in kindergarten, based on scientific basis and proven experience Number of pages: 28 On July 1, 2011 Swedish pre-school became an integral part and are now governed by the   Education Act. Pre-school is seen as the first step in the educational system and education shall be based on scientific basis and proven experience. The purpose of the study is to examine how pedagogical leaders describe scientific basis and proven experience and how   they think that the terms could be implemented in the pre-school practice.  Our queries are:  • What do pedagogical leaders of pre-schools perceiver the terms “scientific basis” and        “proven experience” will mean for the educational activities? • How can these terms be implemented in pre-school practice?   The study was conducted as a series of interviews with four pedagogical leaders of pre-schools. The discussions have been transcribed and analyzed. Based on these interpretations four areas of interest appeared: Standpoints; Communication / Dialogue; A pronounced mission and; Dilemmas in practice. The results acknowledge that pedagogical leaders recognize, not only the importance of   including pre-school as part of the Education Act, but also how the Act influences the pre-school status in society. The requirement for documentation is seen as positive, since pre-school historically has been poor at documenting the practice and subsequent link to research. Curriculums and the pedagogical leaders own education is considered to be the major source of scientific basis. However, here lies a complexity, because many pedagogical leaders own education is perceived as outdated and that makes the implementation work of the new curriculums difficult. An organization which recognizes participation, critical engagement, time for dialogue and reflection would most likely support these fundamentals as a means for the implementation work to succeed.

Title: How Do Social Enterprises Access Funding? RAPATAC In Gävle Level: Final assignment for Bachelor Degree in Business Administration Authors: Peiying Kuang and Zhonglv Song Supervisor: Dr. Maria Fregidou-Malama Examiner: Jonas Kågström  Date: 2013 May Aim: The purpose of this study is to investigate the factors that influence social enterprises to access funding. Method: This study has chosen a social enterprise as a single case study. We design the questions and collect the data based on five assessment factors from both the social enterprise and funders’ perspective. We use interview and questionnaires to investigate whether these five assessment factors influence funders’ decision.      Result and Conclusions: In our study, we found that five assessment factors could influence the funders’ decision. Social mission and the qualities of the leader are crucial factors influencing funding decisions. The performance of SE, financing sustainability and communication transparence influence social enterprise to maintain a long-term relationship with funders.  Suggestion for further studies: This investigation based on a single case study in Gavle, and we have collected data from a limited number of responders. Thus, we suggest using multiple case studies and collecting data from more responders. The further study should not be limited to one city. Contribution of the thesis: Our theoretical contribution is providing a model to complete theory. This model includes five factors which affecting funding of social enterprise. In managerial aspect, both current and potential social entrepreneurs can refer to these five assessment factors to improve their competence to attract funders. For the societal implication, this study shows the value and challenge of social enterprise to people and government, which enhance the public recognition of the social enterprise. Key words: Funders, social mission, qualities of leader, performance of SE, financing sustainability, communication transparence.