Leadership Styles, Change Context and Leader Performance in the Royal Navy

Abstract

This paper presents the findings from a major study (Young, 2005a, Command, Leadership and Management Competencies predicting Superior Performance in the Royal Navy. Unpublished Doctoral Thesis: Henley Management College) into the competencies predicting superior performance in the Royal Navy (RN) and focuses on measures of leadership style and degree of change faced by the organization, as identified by the Leadership Dimensions Questionnaire (LDQ). The LDQ Model proposes that one of three leadership styles is appropriate for a specific degree of change faced within an organization. The results (from a sample of 261 Officers and Ratings) showed those individuals whose leadership styles were highly fitted, according to the Dulewicz and Higgs (2003, 'Design of a new instrument to assess Leadership Dimensions and Styles' Henley Working Paper Series HWP 0311) model, to the organizational context of change were rated significantly higher performers than those clearly not fitted. There was a significant preference for goal-oriented leadership among Officers and the LDQ measure of self-rated performance showed that those individuals with more accurate self-awareness of their own performance were also more likely to adopt a more suitable leadership style for the given organizational context of change.

Leadership competency profiles of successful project managers

“…Examples include Turner and Mü ller (2006) who showed the correlation of specific leadership dimension of the competency school with project success in different types of projects. A number of studies based on the competence school and using the Leadership Development Questionnaire (LDQ) showed the particular leadership competences that relate with success in leadership in general, for example, at the Royal Airforce (Wren and Dulewicz, 2005), the Royal Navy (Young and Dulewicz, 2006), the British Police (Hawkins and Dulewicz, 2007), and in project management in particular, for example, in agile projects (Porthouse and Dulewicz, 2007) or projects in the financial industry (Geoghegan and Dulewicz, 2008). Common across all these studies is that different leadership competences relate to leadership success in different contents.…”

“…This assessment tool for the competency school of leadership is frequently used in recent studies on leadership in project management (e.g. by Geoghegan and Dulewicz (2008), Mü ller and Turner (2007), Turner et al (2009), Young and Dulewicz (2006), Wren and Dulewicz (2005)). Success: by use of the 10 dimensional project success measure ( (Table 3).…”

Personnalité Et Leadership : Est-Ce Que Le Modèle Des « great Eight » Permet De Prédire Le Leadership Des Gestionnaires?

“…Tel que défini, ce composite caractérise toute forme de leadership puisqu'il inclut une propension pour la gestion et la prise de décision. Des résultats indiquent que des traits inclus dans le composite GD (c.-à-d. persuasion et influence) sont associés significativement tant au leadership basé sur l'influence qu'à la gestion transactionnelle (Young et Dulewicz, 2008). La tendance à rechercher le pouvoir serait aussi associée à plus de comportements inspirants et de récompense contingente (Sosik et Dinger, 2007).…”

“…Cela dit, les études empiriques n'offrent pas de résultats consistants à cet égard. En effet, les liens entre le leadership transformationnel et des traits tels que la créativité, l'esprit critique ou l'ouverture au changement sont parfois positifs (Godzyk, 2008;Hetland et Sandal, 2003;Young et Dulewicz, 2008), parfois négatifs (Ross et Offermann, 1997) et parfois non significatifs (Piel, 2008) selon les études. Par contre, toutes ces études ont été réalisées sur des traits isolés et non sur des composites.…”

Examining Leadership Articles: Which Characteristics and How Leadership Comprises?

“…Benzer şekilde Drysdale ve Gurr (2011), eğitim liderlerinin eğitim alanındaki olumlu etkilerinin; liderlik türü gibi kişisel faktörlerin, okul kültürü ve vizyonu gibi okul-toplum bağlamındaki faktörlerle etkileşimi sonucunda ortaya çıktığını tespit etmiştir. Liderlik kavramı artık lider-takipçi ekseninden ziyade farklı koşullar altında farklı liderlik davranışlarının etkililiğinin incelenmesi doğrultusunda ele alınmaktadır (Young & Dulewicz, 2006). Bu nedenle eğitim liderliğinin eğitim alanına olan yansımalarını tam olarak değerlendirebilmek için, liderlik türleri ve liderliğin etkileşim içinde olduğu sosyo-kültürel ve psikolojik faktörler bir arada değerlendirilmelidir.…”