Syfte: Denna studies syfte är att öka förståelsen för hur olika ledarskapsstilar påverkar konflikthantering bland chefer inom bank. Metod: I denna studie har en kvalitativ metod använts för att samla in data. För att samla in det empiriska materialet har vi använt oss utav semistrukturerade intervjuer med sex respondenter. Till grund för vår studie har vi använt oss utav tre olika ledarskapsstilar och fem olika konflikthanteringsstilar. Materialet har analyserats mot de valda stilarna. Resultat och slutsats: Vår studie har visat att den transformativa ledarskapsstilen samt att den tillmötesgående konflikthanteringsstilen är dem mest använda i vår studie. Studiens resultat har också visat att Examensarbetets bidrag: Vår studie har bidragit med en ökad förståelse för ämnet genom en kvalitativ metod. Studie har även bidragit till ett ytterligare perspektiv i form utav en bransch som vi inte sett tidigare. Genom detta bidrag ser vi att banker inom Sverige kan använda sig utav vår studie samt fortsatt forskning inom ämnet. Förslag till fortsatt forskning: Våra förslag för framtida forskning är att studera ämnet inom samma bransch fast inom ett och samma företag. Detta för att på så sätt se om det finns skillnader inom ledarskapet och konflikthantering på samma arbetsplats. Förslag på vidare forskning skulle också kunna vara att använda sig utav både enkät och intervju för en bredare syn på ämnet samt en större målgrupp. / Aim: The aim of this study is to increase the understanding of how different leadership styles affect conflict management among managers in banking. Method: In this study, a qualitative method has been used to collect data. To collect the empirical material, we have used semi-structured interviews with six respondents. As a basis for our study, we have used three different leadership styles and five different conflict management styles. The material has been analyzed against the chosen styles. Results and conclusions: Our study has shown that the transformative leadership style is the most common and that the accommodating conflict management style is the most common. The results of the study have also shown that a high degree of transformative leadership is linked to the collaborative and accommodating conflict management style. A high degree of transactional leadership is linked to the compromising and accommodating conflict management style. The study also shows that it is common for a leader to use parts from different leadership styles and that it is common for leaders to use different conflict management styles depending on the conflict situation. Contribution of the thesis: Our study has contributed to an increased understanding of the subject through a qualitative method. The study has also contributed to an additional perspective in the form of an industry that we have not seen before. Through this grant, we see that banks in Sweden can make use of our study and continued research in the subject. Suggestions for future research: Our proposals for future research are to study the subject within the same industry but within one and the same company. This is to see if there are differences in leadership and conflict management in the same workplace. Suggestions for further research could also be to use both a questionnaire and an interview for a broader view of the subject and a larger target group.

Objective . The purpose of this study was to determine if the leadership behavioral practices of female and male high school principals were similar or different. Methodology . The Leadership Practices Inventory - Individual Contributor (LPI-IC) form was sent to a random sample of 300 (100 females and 200 males) of the 898 public high school principals in California. The response rate was 45 percent (N = 123; 79 males and 44 females). The typical principal had served six years, with an average of 13 years as a teacher. Key findings . While female principals generally reported higher scores than their male counterparts on the five leadership practices, there were no statistically significant differences between the two groups on Challenging, Enabling, and Encouraging. On both Inspiring and Modeling, the scores of female principals were higher than those of male principals. Number of years as a principal was not correlated with any of the five leadership practices; and the same was true for number of schools as a high school principal. Challenging and Inspiring were significantly correlated with number of years as a teacher.

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The purpose of this study is to investigate the relationship between task-related attributes and the elicited cognitive processes of a human decision maker. Previous findings on the feasibility of using cognitive style as a guideline for information systems research and design were inconclusive. It is vital to design a system that meets users decision behavior, but the inherent hazards of information systems design based exclusively on user cognitive styles is suspect. This study provides a basis for understanding the potential variation of cognitive processes across different task environments.

An exploratory study was undertaken to investigate the relationship between emotional intelligence based on Mayer and Salovey's (1990) trait model of emotional intelligence and cognitive thinking styles based on the theory of mental selfgovernment. Emphasis was placed on the influence of emotional intelligence and thinking styles on choice of study field. Participants were 309 students from a Gauteng university. Students registered with the humanities (n=99), management (n=41), sciences (n=131) and engineering (n=38) faculties were compared on the Schutte Self-Report Inventory for emotional intelligence (Schutte et al., 1998) and on the Thinking Styles Inventory (Sternberg & Wagner, 1992). A relationship was found between complex and creative thinking styles and high emotional intelligence. Results from the stepwise multiple regression analysis procedures indicated that the subscales of thinking styles could be significant predictors of emotional intelligence. Students from different faculties were found to have the same level of emotional intelligence and similar thinking styles. / Psychology / MA (Social Sciences) (Psychology)

An exploratory study was undertaken to investigate the relationship between emotional intelligence based on Mayer and Salovey's (1990) trait model of emotional intelligence and cognitive thinking styles based on the theory of mental selfgovernment. Emphasis was placed on the influence of emotional intelligence and thinking styles on choice of study field. Participants were 309 students from a Gauteng university. Students registered with the humanities (n=99), management (n=41), sciences (n=131) and engineering (n=38) faculties were compared on the Schutte Self-Report Inventory for emotional intelligence (Schutte et al., 1998) and on the Thinking Styles Inventory (Sternberg & Wagner, 1992). A relationship was found between complex and creative thinking styles and high emotional intelligence. Results from the stepwise multiple regression analysis procedures indicated that the subscales of thinking styles could be significant predictors of emotional intelligence. Students from different faculties were found to have the same level of emotional intelligence and similar thinking styles. / Psychology / MA (Social Sciences) (Psychology)

Leadership as a concept has been an area of significance for several decades. While the contribution of research to leadership concept in the industry has been substantial the same cannot be claimed with regard to the Higher Education Institutions (HEIs). There is a paucity of research studies in the context of HEIs, particularly in regard to business schools. Deans of business schools were hardly the subject of research in the leadership literature till recently. But with collapsing business empires in the last decade (for instance Lehman Brothers), business school deanship came under scrutiny as the leaders in those business empires that collapsed were graduates of renowned business schools. The review of the literature with respect to challenges affecting HEI and business school leadership threw up many challenges. The challenges investigated were leadership styles, leadership practice, leadership effectiveness, decision quality, follower commitment, follower satisfaction, management style, organisational setting and orgaisational culture. Each challenge was assumed as a factor affecting deans of business schools as leaders. The review of the literature provided the theoretical basis for determining the nature of each factor. Leadership style was defined as the independent variable influencing leadership practice. Five leadership styles namely transactional, transformational, laissez-faire, democratic and autocratic leadership styles were made as independent variables to determine leadership practice. Leadership practice was identified as the independent variable influencing leadership effectiveness although the relationship between leadership practice and leadership effectiveness was supposed to be influenced by mediating factors namely decision quality of deans of business school, follower satisfaction and follower commitment. Academic and administrative staff were considered as the followers. Management style and organisational setting were considered as moderating variables of leadership practice of deans of business schools. Oraganisational structure was used to represent organisational setting as the variable. Organisational culture was used as the control variable. The theoretical framework was drawn to represent the linkage between the factors. The model developed was supported by already established theories that were tested for reliability and validity. The leadership style and leadership effectiveness models were developed which was the focus of this research. Leadership style-leadership practice linkage provided the theoretical framework to determine the style practised by the deans. Leadership practiceleadership effectiveness linkage mediated by decision quality, follower commitment and follower satisfaction provided the theoretical framework to determine the leadership effectiveness. Survey questionnaire was the method used to collect data. The questionnaire was sent to 600 academic and administrative staff members of business schools from eight different countries. The results showed that the transactional leadership style was the leadership style practised by the deans of the business schools. Other findings were as follows. That transactional leadership indirectly but positively influenced the leadership effectiveness of deans through decision quality and follower satisfaction. The mediation of the transactional leadership practice-leadership effectiveness linkage by decision quality and follower satisfaction was significant and in the positive direction. Management style and organisational structure were found to act as moderating variables of transactional leadership practice of deans positively. Transformational, laissez-faire, democratic and autocratic leadership styles were found to have significant and positive correlation with transactional leadership style implying that these four styles could moderate the transactional leadership style-leadership practice linkage. The study offers insights into how deans of business schools might develop their leadership attributes either by enhancing their transactional leadership style or changing their style or combining different styles to suit the situation.

The problem of this study was to determine whether learning styles of students affect their math achievement scores on the Texas Assessment of Academic Skills Test. The research questions addressed relevant to this study were: 1. Is there a positive correlation between students' learning styles and their achievement test scores in mathematics? 2. Is there a positive correlation between specific sub group's (as deemed by the state of Texas) and gender's learning styles and their achievement test scores in mathematics? The Pearson Product Moment Correlation coefficient and the Point-biserial correlation analysis was applied to the data collected from 500 fifth grade students attending a North Texas Intermediate school. The significance level was established at the .05 level. Part of the data was the student's responses to the Learning Style Inventory by Dunn, Dunn and Price. The findings established that the learning style preferences of all students in the area of persistence significantly impacted their math achievement scores. Gender and ethnicity were mitigating factors in the findings. These learning style preferences significantly impacted achievement in the following ways: * Caucasian students' preference of a high level of persistence in completing a difficult task. * Hispanic students' preference for a warm learning environment and motivational factor of pleasing the teacher. * Afro-American students' preference for kinesthetic learning. * Female students' learning style preferences appear in: - the design of the learning environment - the need for intake of food and/or drink - a high level of responsibility - a high sense of self-motivation , of teacher and of parent motivation. * Male students' learning style preferences appear in: - a warm learning environment - a high level of responsibility - the need for intake of food and/or drink - a high sense of teacher and of parent motivation - a late morning learning In summary, the author suggests that supplying the teachers with information concerning students' learning style preferences will benefit student achievement.

The purpose of this study was to investigate the association between adult learners' preferred learning style and preference for delivery mode. The subjects (n=61) were technical and billing support call center employees from an Internet company in Dallas, Texas. The participants were randomly assigned to one of six groups and given Kolb's Learning Style Inventory to assess their preference for learning style. They received training on three modules of “Influencing Others Positively,” with each module delivered via one of three methods (web-based, classroom, and blended). Participants were also administered two surveys. The first survey collected demographic information and asked which method that they expected they would prefer. The second survey was administered after the course and asked them to rank their preferences for delivery method. It was hypothesized that learning style would be significantly associated with preference for delivery method. The data was analyzed using descriptive statistics and a chi-square test of independence for the variables learning style and preferred mode of delivery. Although the chi-square test of independence did not produce statistical significance, some interesting trends were identified in the data. Specifically, a majority of the participants preferred a blended approach to training delivery (a combination of self-paced web-based training and classroom group exercises). No Divergers preferred classroom training and no Accommodators preferred web-based training. Additionally, a logistic regression analysis indicated that Assimilators were six times more likely than Divergers to prefer a blended approach to training (p=.10). Further studies should utilize other learning style theories, explore different types of learning outcomes and delivery methods, and include a larger sample from different organizations. Training needs assessments should include learning style inventories as part of the audience analysis prior to training development.

A large body of research has depicted relative arousal of the left and right cerebral hemispheres as related to utilization of particular defensive coping styles, level of anxiety, and perceptual styles. The right and left hemispheres are also presented in the literature as differing in visual-spatial and verbal-auditory short term memory abilities. The present research studied 127 right handed undergraduates' relative performance on forward spatial and digits memory spans in relation to hemispheric lateralization and other perceptual and personality variables hypothesized in the literature to be related to hemispheric arousal. It was hypothesized that the forward spatial and digit memory spans would display asymmetrical sensitivity to hemispheric arousal. That is, in a series of successive factor analyses, a hemispheric balance factor, a trait anxiety factor, and a short term memory factor would emerge. The three factors were hypothesized to be unrelated to each other. During an initial group pretesting, subjects were given pencil and paper measures of handedness, trait anxiety, and several defensive coping styles. During a second individual testing, subjects were administered measures of short term memory, field independence, and a computerized presentation of geometric designs which measured the subjects ability to detect differences which occurred at either the global or analytic level (Navon task). The factor analyses revealed only the hypothesized trait anxiety factor. The hypothesized short term memory and hemispheric balance of arousal factors did not emerge. Instead, a. defensive coping style factor and separate verbal—auditory and visual-spatial short term memory factors emerged. Several methodological difficulties of the present study which possibly contributed to the failure of the two hypothesized factors to emerge were discussed. Several additional findings, including sex differences in hemispheric lateralization, were presented. Also, signal detection analysis revealed a pattern such that trait anxious subjects were biased toward over-reporting differences on the Navon task. Implications for further research were presented.