The Forgotten Ones? The Validity of Consideration and Initiating Structure in Leadership Research.

Judge, Timothy A.; Piccolo, Ronald F.; Ilies, Remus

doi:10.1037/0021-9010.89.1.36

Cited by 986 publications

(1,033 citation statements)

References 141 publications

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“…Consideration is defined as the degree to which a supervisor shows concern and respect for his or her workers, looks out for their well-being, and expresses support and appreciation [30]. The LBDQ has the highest validity for measuring consideration and structure compared to three other leadership questionnaires (Cronbach's α equal to 0.81) [31]. The LBDQ scores range from 0 to 60 on each of the two dimensions of leadership.…”

Section: Primary Study Measuresmentioning

confidence: 99%

Supervisor Autonomy and Considerate Leadership Style are Associated with Supervisors’ Likelihood to Accommodate Back Injured Workers

et al. 2015

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PURPOSE-To determine the association between supervisors' leadership style and autonomy and supervisors' likelihood of supporting job accommodations for back-injured workers.METHODS-A cross-sectional study of supervisors from Canadian and US employers was conducted using a web-based, self-report questionnaire that included a case vignette of a backinjured worker. Autonomy and two dimensions of leadership style (considerate and initiating structure) were included as exposures. The outcome, supervisors' likeliness to support job accommodation, was measured with the Job Accommodation Scale. We conducted univariate analyses of all variables and bivariate analyses of the JAS score with each exposure and potential confounding factor. We used multivariable generalized linear models to control for confounding factors.RESULTS-A total of 796 supervisors participated. Considerate leadership style (β= .012; 95% CI: .009-.016) and autonomy (β= .066; 95% CI: .025-.11) were positively associated with supervisors' likelihood to accommodate after adjusting for appropriate confounding factors. An initiating structure leadership style was not significantly associated with supervisors' likelihood to accommodate (β = .0018; 95% CI: −.0026-.0061) after adjusting for appropriate confounders.

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Section: Primary Study Measuresmentioning

confidence: 99%

Supervisor Autonomy and Considerate Leadership Style are Associated with Supervisors’ Likelihood to Accommodate Back Injured Workers

et al. 2015

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“…There is lack of evidence from previous research about the 10 relationship between task-focused leadership and team learning. Findings do, however, demonstrate a moderate influence of task-focused leadership on team performance (r = .23) (Judge et al, 2004). This suggests employing a research design that takes into account task-focused leadership behavior as a possible factor to explain team learning behaviors.…”

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confidence: 92%

Section: Learning In Teamsmentioning

confidence: 99%

“…We follow the first stream and adhere to Edmondson (1999), who defined team learning as an ongoing process of collective reflection and action. Savelsbergh, Van der Heijden, and Poell (2009) characterized this process by eight team learning behaviors: (1) exploring; (2) coconstruction of meaning, (3) reflecting on outcomes and (4) processes; (5) communicating; (6) discussing errors and unexpected outcomes of actions; (7) seeking feedback; and (8) (Burke et al, 2006;Judge, Piccolo, & Ilies, 2004;Stogdill, 1950), which will be elaborated upon below.In this study we adhere to these traditional leadership concepts depicting the dichotomy of person and task-focused leadership; however, we follow Stoker (1999, p. 78) (Stogdill, 1950) he or she shows concern and respect for followers, looks after their welfare, and gives support. Consideration can evoke an increased level of psychological safety in the team, which has been found to be positively related to team learning (Edmondson, 1999).…”

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confidence: 99%

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Does team stability mediate the relationship between leadership and team learning? An empirical study among Dutch project teams

Savelsbergh

Poell

Heijden

2015

International Journal of Project Management

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Organizations world-wide are pushed to restructure work around teams by a variety of global forces to enable more rapid, flexible, and adaptive responses to the unexpected (Drucker, 2003;Glassop, 2002;Kozlowski & Ilgen, 2006) and to provide more innovative and comprehensive solutions to complex organizational problems (cf. Beers, 2005). As a result of this shift in the structure of work, team effectiveness has become a salient organizational concern. Individual skills are necessary but insufficient for good team performance (Salas, Dickinson, Converse, & Tannenbaum, 3 1992). Empirical research, however, demonstrates considerable variance in team effectiveness (e.g., Hackman, 1987).Team members need to have both accurate and detailed understandings of the requirements of team functioning. In other words, they need to build up shared mental models (Cannon-Bowers, Salas, & Converse, 1990), which will help them predict, adapt, and coordinate with one another, even under stressful or novel conditions. To create shared mental models, team members need to challenge each other's ideas and assumptions constructively (Senge, 1990). The latter behavior is part of the team learning behaviors defined by Edmondson (1999).The teams we address in this study are project teams in knowledge intensive organizations (cf. Starbuck, 1992). Many knowledge-intensive work settings are characterized by overload, ambiguity, and politics. Highly specialized professionals, often drawn from different functional disciplines or departments are brought together to contribute their expertise to a unique achievement, for instance, establishing an oil refinery in a place where land is to be claimed from the sea. The project teams face a multitude of problems and possible solutions. There is no one best way of knowing which problems and solutions to select; therefore, multiple stakeholders need to interact with one another continually (Alvesson, 2004). The most important performance outcome for these teams is the quality of the product they deliver to their clients.Teamwork in these project teams consists primarily of gathering information, know-how, and feedback through interpersonal exchanges within the team and across its borders, resulting in new knowledge presented to colleagues and/or clients (cf. Starbuck, 1992;Turner, 1999). The value of the team approach lies, among others, in the cross-functionality of its members, who provide the opportunity for timely 4 integration of critical information not only from their functional background but also from various external personal networks. To translate the diversity of viewpoints into project success, team members must adopt an inquiry orientation in which they mutually explain their positions (Edmondson & Smith, 2006). Hence they gain better understanding of the whole project by viewing it through alternate eyes (Brown & Eisenhardt, 1995). The importance of interpersonal exchanges in these project teams points to the value of team learning behaviors aimed at gaining understanding ...

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“…Social psychological and social justice research has shown that interpersonal respect can generate pro-social behaviour such as fulfilling one's roles as a member of a group (van Quaquebeke et al 2009;Simon and Sturmer 2003;Tyler and Blader 2000). Organisational research has shown that respectful leadership can enhance motivation, job satisfaction, and performance (Judge et al 2004). In contrast, individuals and groups who perceive themselves to be unfairly disrespected tend to feel anger and a sense of injustice (Miller 2001).…”

Section: The Effects Of Perceived Disrespectmentioning

confidence: 99%

Doctors on Status and Respect: A Qualitative Study

et al. 2013

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While doctors generally enjoy considerable status, some believe that this is increasingly threatened by consumerism, managerialism, and competition from other health professions. Research into doctors' perceptions of the changes occurring in medicine has provided some insights into how they perceive and respond to these changes but has generally failed to distinguish clearly between concerns about "status," related to the entitlements associated with one's position in a social hierarchy, and concerns about "respect," related to being held in high regard for one's moral qualities. In this article we explore doctors' perceptions of the degree to which they are respected and their explanations for, and responses to, instances of perceived lack of respect. We conclude that doctors' concerns about loss of respect need to be clearly distinguished from concerns about loss of status and that medical students need to be prepared for a changing social field in which others' respect cannot be taken for granted.

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The Forgotten Ones? The Validity of Consideration and Initiating Structure in Leadership Research.

Cited by 986 publications

References 141 publications

Supervisor Autonomy and Considerate Leadership Style are Associated with Supervisors’ Likelihood to Accommodate Back Injured Workers

Supervisor Autonomy and Considerate Leadership Style are Associated with Supervisors’ Likelihood to Accommodate Back Injured Workers

Does team stability mediate the relationship between leadership and team learning? An empirical study among Dutch project teams

Doctors on Status and Respect: A Qualitative Study

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