The relationship between behavioural integrity, competence, goodwill, trustworthiness, and motivating language of a principal

Holmes, William T.; Parker, Michele A.

doi:10.1080/13632434.2018.1430687

Cited by 28 publications

(45 citation statements)

References 44 publications

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“…Motivating language is defined as a manager's use of spoken language to motivate and inspire employees to achieve positive organisational and employee outcomes (Holmes and Parker, 2018;Mayfield and Mayfield, 2019;Sullivan, 1988). In the hotel industry, oral communication strategy or motivating language of leaders is central because managers frequently have face-to-face interactions with employees and a diverse range of customers (Chon and Zoltan, 2019;Haldorai et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Construct validation of leaders’ motivating language in the context of the hotel industries of Bangladesh and Malaysia

Rabiul

Yean

Patwary

et al. 2021

IJCHM

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Purpose This study aims to validate the motivating language scale developed by Mayfield et al. (1995) in the context of the hotel industries of Bangladesh and Malaysia. Design/methodology/approach For Study 1, data were collected from employees (lower and mid-level) of three to five-star hotels in Bangladesh. Customer-contact employees working in four- and five-star hotels in Malaysia participated in Study 2. Both studies featured a cross-sectional survey design. Findings Factor analysis revealed that both samples provided three-factor solutions for the motivating language scale in both countries. Convergent, discriminant and nomological validity were assessed by testing with outcome variables of motivating language. Research limitations/implications Future studies may use all three versions of the scale (Bengali, Malay and English) to collect data, as all three have been validated. Originality/value By validating the Bengali and Malay versions of the motivating language scale, this study contributes to the leadership language literature, specifically that related to hotel industries in developing contexts.

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Section: Introductionmentioning

confidence: 99%

Construct validation of leaders’ motivating language in the context of the hotel industries of Bangladesh and Malaysia

Rabiul

Yean

Patwary

et al. 2021

IJCHM

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“…The instructional element of walk and talk alignment was rated highest by the principals indicating a key foundational element for the implementation of CSP and CSIL was present within these schools. Holmes (2012) found walk and talk alignment was a critical factor in the leadership practice of continuously improving elementary principals over time (as measured by standardized testing) and a vital antecedent to effective and strategic principal oral language use (Holmes & Parker, 2018). The lowest rated element was student empowerment, suggesting that, despite being in public schools with a predominately Native American student population, the voices of the students in these schools were not being heard with a level of expectation in line with CSP and CSIL.…”

Section: Resultsmentioning

confidence: 99%

“…When a principal's word and actions do not align, teachers ignore the words and pay attention to the leader's actions. This becomes problematic when a principal engages in leader speech 70% of the workday (Holmes & Parker, 2018). Paris (2012) discussed the current policies of education as "not interested in sustaining the languages and cultures of longstanding and newcomer communities of color in the United States" (p. 95), yet if principals as instructional leaders are going to ask teachers to do so by implementing CSP they cannot say one thing and do another.…”

Section: Element 2: Communication-centered Leadershipmentioning

confidence: 99%

Culturally sustaining instructional leadership: Perspectives from Native American public school principals in Montana and Wyoming

Holmes

Young

2018

Journal of Educational Leadership, Policy and Practice

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The purpose of this quantitative study was to gain a deeper understanding of principal beliefs of an emergent framework called Culturally Sustaining Instructional Leadership (CSIL) developed from a review of literature designed to support the implementation of Culturally Sustaining Pedagogy (CSP). Through a detailed review of literature, six instructional elements and five cultural elements were developed to guide principals in the removal of barriers and in support of teacher implementation of CSP. Principals of public schools located on Native American reservations in Montana and Wyoming (USA) were surveyed regarding their beliefs about CSIL practices and if their beliefs differed between instructional elements and cultural elements. Through a reporting of means and paired samples t-testing, the results of this study indicated principals demonstrated a significant preference for working in instructional versus cultural elements. The lowest CSIL element was student empowerment signifying that the voices of Native American students were not being heard. The principals of this study did not have a clear definition of the Democratic Project of Schooling congruent with Paris (2012). The

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“…An effective leader will lead by example (Preston et al , 2015, p. 22) challenging both the organisation and work-based learners therein to develop and drive improvement but do so in a way which facilitates communication, open discourse and understanding (Bass, 2008; Minei, 2015). When it comes to language use and development, it is important for leaders to model the language that is expected for effective communication within the organisation and also support professionals learning at work in developing their understanding of effective use (Wall, 2016; Mayfield and Mayfield, 2017; Holmes and Parker, 2018); this understanding comes through education which is something that is key to learners at work successfully establishing new organisational language within their own idiolect.…”

Section: Limiting Language and Leadershipmentioning

confidence: 99%

“…Language and communication within the workplace effective use (Wall, 2016;Mayfield and Mayfield, 2017;Holmes and Parker, 2018); this understanding comes through education which is something that is key to learners at work successfully establishing new organisational language within their own idiolect. Education or developmental activity here is important.…”

mentioning

confidence: 99%

Leading by limitation? Language and communication within the workplace

Foster

2019

JWAM

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Purpose Language and how it is communicated within organisations is a complex situation. The purpose of this paper is to provide a perspective on the practice of issuing style guides and restrictive word lists as highlighted in the recent media through the case of Leader of the House of Commons, Mr Rees-Mogg. Design/methodology/approach A key focus is the question whether the approach of limiting language and guiding communication through such a directive is effective in developing understanding amongst work-based learners and facilitating both consistency and quality of communications. The paper looks to draw upon both educational and psychological perspectives to underpin the discussion of how such an approach has been implemented and the resulting impact upon those working with such rules of guidance. Findings Conclusions drawn highlight that professionals learning at work may fail to understand the rationale for why guidelines have been issued to them. Subsequently, the work-based learner may feel othered by the process thus effecting motivation and well-being. Originality/value The paper offers a perspective on an approach utilised by a leader within the UK Government, exploring it through the lens of education and English Language development to discuss the potential impact upon employees within the workplace.

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The relationship between behavioural integrity, competence, goodwill, trustworthiness, and motivating language of a principal

Cited by 28 publications

References 44 publications

Construct validation of leaders’ motivating language in the context of the hotel industries of Bangladesh and Malaysia

Construct validation of leaders’ motivating language in the context of the hotel industries of Bangladesh and Malaysia

Culturally sustaining instructional leadership: Perspectives from Native American public school principals in Montana and Wyoming

Leading by limitation? Language and communication within the workplace

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