Leader-Member Exchange, the "Pelz Effect," and Cooperative Communication between Group Members

Lee, Jaesub

doi:10.1177/0893318997112004

Cited by 48 publications

(68 citation statements)

References 37 publications

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“…Research has confirmed the Pelz Effect (e.g., Anderson & Tolson, 1991;Anderson, Tolson, Fields, & Thacker, 1990;Jablin, 1980aJablin, , 1980bLee, 1997). For example, Jablin (1980aJablin ( , 1980b found that when superiors had more upward influence in strategic (e.g., decisions related to policy matters) as well as in work-related areas (e.g., decisions related to work assignment, methods, and performance review), their subordinates reported higher levels of satisfaction and openness.…”

Section: Hypothesesmentioning

confidence: 91%

“…In other words, the subordinates in the higher-quality LMXs engaged in the greater amount of information exchange, self-disclosure, emotional support and trust with their peers (Kram & Isabella, 1985). Further, Lee (1997) reported that subordinates within high-quality LMXs perceived greater cooperative communication among workgroup members than their peers involved in low-quality LMX interactions. In short, it appears likely that LMX quality affects perceptions of communication behavior in group contexts.…”

Section: Hypothesesmentioning

confidence: 96%

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Leader-Member Exchange and Organizational Communication Satisfaction in Multiple Contexts

Mueller

Lee

2002

Journal of Business Communication

197

216

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This study explored the extent to which the quality of leader-member exchange (LMX) affects subordinates' perceptions of communication satisfaction in multiple contexts. Findings indicate that the quality of LMX strongly influences subordinates' communication satisfaction in interpersonal (personal feedback and supervisory communication), group (co-worker communication and organizational integration in the workgroup), and organizational contexts (corporate communication, communication climate, and organizational media quality). Further, subordinates' LMXs with their superiors are tightly coupled with larger group and organizational contexts with respect to communication satisfaction. However, the strength of coupling decreases as the "sphere of influence" becomes more distanced and less direct. n essential premise of leader-member exchange (LMX) theory is that leaders and supervisors have limited amounts of personal, .A. , and the three anonymous reviewers for constructive comments and suggestions. s 220 characterized by increased levels of information exchange, mutual support, informal influence, trust, and greater negotiating latitude and input in decisions. Lower-quality LMXs are characterized by more formal supervision, less support, and less trust and attention from the leader.LMX theory has enhanced our understanding of the leadership communication process between superiors and subordinates. In particular, earlier research explicated how the quality of LMX affects subordinates' and superiors' communication in areas such as discourse patterns, upward influence, communication expectations, cooperative communication, perceived organizational justice, and decision making practices (e.g., review of the related research reveals an important omission in LMX-related studies ; that is, LMX research has not explored communication satisfaction as a meaningful dependent variable. Hecht (1978a) argued that &dquo;an understanding of communication outcomes such as satisfaction is a prerequisite to an integrative explanation of communication behavior&dquo; (p. 350).LMX between superiors and subordinates constitutes a social system that operates within larger systems of the workgroup and networks. As such, LMX exists not in isolation, but embedded within such systems (Jablin & Krone, 1994). Thus, the LMX is not only influenced by, but also influences such larger systems (Euske & Roberts, 1987). Based on sys-. tems perspective, Graen and Uhl-Bien (1995) argued that research involving LMX theory should examine impacts of the dyadic LMX relationship on larger systems of groups and organizations (i.e., &dquo;group and network levels&dquo;). For instance, they recommended that scholars should explore how the LMX dyadic relationship affects communication attitudes, behaviors, and perceptions in larger collectives of workgroups and organizationwide networks. To date, communication satisfaction has been considered in three distinctive contexts: interpersonal, group, and organization (e.g., Clampitt & Downs, 1993;Hecht, 1978a). The...

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Section: Hypothesesmentioning

confidence: 91%

Section: Hypothesesmentioning

confidence: 96%

Leader-Member Exchange and Organizational Communication Satisfaction in Multiple Contexts

Mueller

Lee

2002

Journal of Business Communication

197

216

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“…Openness was operationalized by a modified version of cooperative communication developed by Lee (1997). We modified the wording of some items to reflect the open climate among supervisor, subordinate, and coworkers.…”

Section: Self-renewal Organizational Climate Measurementioning

confidence: 99%

Promoting organizational learning and self‐renewal in Taiwanese companies: The role of HRM

Jaw

Liu²

2003

Human Resource Management

148

129

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“…Since supervisor and subordinate are staged on different levels o f the organizational hierarchy, they form a vertical dyad, which determine the roles, behavior, and outcomes o f both parties. (Dansereau et al, 1975;Graen & Cashman, 1975;Greenberg, 1996;Lee, 1997;Boyd & Taylor, 1998).…”

Section: Management As a Social Interactionmentioning

confidence: 99%

Managing “challenging” teachers

Yariv

Coleman

2005

International Journal of Educational Management

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PurposeThe purpose of this paper is to investigate the ways in which elementary school principals in Israel deal with teachers who are “challenging” in their behaviour, that is those who are perceived as under‐performing. This is an important and under‐researched area of educational management.Design/methodology/approachInterviews were carried out with 40 elementary school principals, every fourth school being sampled in the northern district of Haifa. They were asked to recall a particularly difficult teacher and their shortcomings and then asked about the measures they took, in chronological order, to solve the problem.FindingsThe findings indicated that the principals preferred supportive measures or making changes to the organization rather than confronting the teachers. More than half the principals had started by ignoring the difficulties. In the end most did discuss the situation with the teacher and that sometimes involved direct criticism. In half of the cases the teacher left the school by the end of the year.Research implications/limitationsThe research findings are limited as they only relate to the views of the principals, leading to the possibility of researcher empathy with the principals. Further research might investigate the teachers perspective.Practical implicationsFrom a practical point‐of‐view, the current findings indicate that elementary school principals need to be better equipped with knowledge, managerial skills and sources of assistance to solve personnel difficulties.Originality/valueThis paper adds to the limited literature on the subject of under‐performing teachers and reveals the resulting personnel difficulties faced by principals.

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Leader-Member Exchange, the "Pelz Effect," and Cooperative Communication between Group Members

Cited by 48 publications

References 37 publications

Leader-Member Exchange and Organizational Communication Satisfaction in Multiple Contexts

Leader-Member Exchange and Organizational Communication Satisfaction in Multiple Contexts

Promoting organizational learning and self‐renewal in Taiwanese companies: The role of HRM

Managing “challenging” teachers

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