Nowadays the research area in human resource management does not focus on the individual work performance anymore, but emphasize on the communication and relations between employers and employees instead. To create the organizational communication climate including leadership communication skills and strategies becomes the most important issue (Tsai, 2000; Robertson, 2000; 2001; 2002). Communication can lead an organization to go for the common cause, and the management has to affirm organizational vision and mission, drive transformational change, issue a call to action, reinforce organizational capabilities, and create an environment where motivation can flourish (Baldoni, 2004). In Saving Big Blue, the ex-president Gerstner would regularly communicate with his subordinates via intranet and listen to their opinions, for he believes that he can learn the demands of employees due to the direct communication way. The management has to make people perceived of their importance in a company and clearly understand organizational goals and beliefs without communication barriers. Therefore the direct effect of leaders on subordinates is the daily communication (Solomon & Flores, 2002), and communication can build up mutual trust (Baldoni, 2002). Employees are tempted to reach organizational goals, and the leadership can manage to it; effective leader behaviors can increase the work motivation (Humphreys, 2004). After the interviews, the author develops six propositions as follows. Proposition 1. To people who are motivated by positive words, individual achievements, leadership and work lifestyle are more important to the pure money compensation. Proposition 2. Negative words are always with emotions, and the communication content with menace results in permanent or temporary work efficiency? Proposition 3. The relationship between employee readiness and leader behaviors. Proposition 4. Further research on the trust basics between leaders and subordinates based on patriarchy. Proposition 5. The relationship between communication trustworthiness niches and communication skills. Proposition 6. Leader communication style is a way to determine the perceived leadership pattern.

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 134-136).

Thesis (M.A.)--Villanova University, 2009. / Communication Dept. Includes bibliographical references.

<p> The purpose of this multiple case study was to explore and describe the leadership communication practices of school principals in Southern California schools with demonstrated high levels of academic performance in order to identify practices that might be replicated in other schools. Communication practices were studied in relation to two leadership skill sets, basic and advanced. Basic leadership skill set includes (a) setting direction, (b) developing people, and (c) redesigning the organization. Advanced leadership skill set includes: (a) creating and sustaining a competitive school, (b) empowering others to make significant decisions, (c) providing instructional guidance, and d) developing and implementing a strategic school improvement plan. </p><p> This multiple case study was conducted in a K-12 public school district and included two elementary schools and one middle school. Four data collection instruments, designed by the researcher included principal and teacher interviews, observations, and artifacts. Eleven certified teachers and three school principals were interviewed, each school provided communication artifacts, and the researcher spent one day observing the principals&rsquo; interactions to observe the overall feel of the school culture. The study yielded five conclusions. First, fostering a positive school climate is an important means school leaders have for improving student learning. Second, establishing trust is an integral part of leadership communication practices. Third, providing meaningful professional development communicates a focus on professional practice. Fourth, coordinating strategies school wide for instructional feedback provides a focus on learning and student achievement. Fifth, effective communication around both basic and advanced skill sets is essential to successful leadership. </p><p> The study yielded five recommendations. First, state, district and school leaders are encouraged to include communication strategies that foster a positive school climate in leadership preparation courses. Second, school administrators should remain aware of the importance of establishing trust with all stakeholders. Third, school administrators should communicate the importance of professional practice through meaningful professional development. Fourth, school administrators should use consistent strategies for providing instructional feedback to ensure a focus on student achievement. Fifth, through communication practices school administrators need to provide a clear understanding of the basic and advanced skill sets for all staff members.</p><p>

To lead is to communicate, a main part of the leadership. 80 % of leaders working tasks involve communication of some kind. The ambition of this study is to analyze how four leaders of an international technique consulting company experience and handle community and technical development during their professional courses. The leaders have a various experience of leadership which adds depth and width to this study. To perform the study qualitative method has been used in the form of personal interviews. The result indicates that change is not always beneficial in every aspect of communication. To manage the quantity of information and communication we must learn how to sort. However these communication channels are an important part of being able to connect within and without the organization. When and how to use them are keywords in order to being able to cope with the flow of information.

Thesis (Ph. D.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2007. / Abstract. Description based on Microfiche version record. Includes bibliographical references (leaves 134-136).

Thesis (M.S.)--State University of New York at New Paltz, 2007. / Includes bibliographical references (leaves 49-53). Online version available via the SUNY New Paltz Sojourner Truth Library : http://hdl.handle.net/1951/42567

Complex adaptive systems are usually difficult to design and control. There are several particular methods for coping with complexity, but there is no general approach to build complex adaptive systems. The challenges of designing complex adaptive systems in a highly dynamic world drive the need for anticipatory capacity within engineering organizations, with a goal of enabling the design of systems that can cope with an unpredictable environment. This thesis explores this question of enhancing anticipatory capacity through the study of a complex adaptive system design methodology and complexity management competencies. A general introduction to challenges and issues in complex adaptive systems design is given, since a good understanding of the industrial context is considered necessary in order to avoid oversimplification of the problem, neglecting certain important factors and being unaware of important influences and relationships. In addition, a general introduction to complex thinking is given, since designing complex adaptive systems requires a non-classical thought, while practical notions of complexity theory and design are put forward. Building on these, the research proposes a Complex Systems Life-Cycle Understanding and Design (CXLUD) methodology to aid system architects and engineers in the design and control of complex adaptive systems. Starting from a creative anticipation construct - a loosening mechanism to allow for more options to be considered, the methodology proposes a conceptual framework and a series of stages to follow to find proper mechanisms that will promote elements to desired solutions by actively interacting among themselves. To illustrate the methodology, a financial systemic risks infrastructure systems architecture development case study is presented. The final part of this thesis develops a conceptual model to analyse managerial complexity competency model from a qualitative phenomenological study perspective. The model developed in this research is called Understanding-Perception-Action (UPA) managerial complexity competency model. The results of this competency model can be used to help ease project manager’s transition into complex adaptive projects, as well as serve as a foundation to launch qualitative and quantitative research into this area of project complexity management.

Master of Arts / Department of Communication Studies / Sarah E. Riforgiate / Leadership is a phenomenon studied in all cultures (Murdock, 1967), yet representation in the diversity of influential leaders is often limited (Moon, 1996). In order to understand the full breadth of leadership scholarship, it is essential that research focuses on how leadership is both enacted and communicated in underrepresented groups. A group that is currently facing marginalization from dominant culture is the Lesbian, Gay, Bisexual, and Transgender (LGBT) community. With no national anti-discrimination law in place to protect the individuals belonging to this community (American Civil Liberties Union, 2016) it is vital to understand how leaders within this marginalized group are motivating others to fight to enact change. While influential organizations like The Human Rights Campaign (HRC) are fighting for social justice on a national level, it is important to understand how local organizations are engaging in communicative leadership to motivate others to enact change in their own community. This study seeks to understand how leadership is communicated within a local LGBT rights organization (given the pseudonym the Lesbian Gay Bisexual Transgender Campaign, or LGBTC) and to identify the ways LGBT leaders motivate others to enact social change. Using ethnographic methodology, the researcher observed four monthly board meetings held by this group (lasting approximately an hour and a half each) and conducted a focus-group interview where the participants confirmed observations and answered follow-up questions from the ethnographic observations. A qualitative thematic analysis revealed two common themes: the first theme, cohesive communication, was exemplified through organizational procedures that allowed for collective discussion and expression of individuality by emphasizing and depending on group members’ personal expertise. The second theme, proactive communication, emerged through group members’ communication to evoke tenacious defense strategies to counter the opposition and engage in outreach with external organizations. These leadership communication behaviors resulted in two critical implications on the theoretical and practical levels. In regards to the theoretical implications, LGBT leaders, who have been typically characterized as predominantly transformational, were found to enact leadership outside of that typology, actually engaging in relational styles through shared leadership, communicating in a way that relies on interaction and emotional expression. On a practical level, other marginalized groups could benefit from inclusivity, or the mode of collective leadership this particular LGBT Rights Group engaged in. By including multiple voices and having a variety of minority representation, the LGBTC was able to successfully motivate community change. Other marginalized groups experiencing social injustice may be able to motivate others to enact change by adopting this mode of collective communication through shared leadership.