Concept: Fiedler contingency model
- Proceedings of the National Academy of Sciences of the United States of America
- Published almost 4 years ago
Across the globe we witness the rise of populist authoritarian leaders who are overbearing in their narrative, aggressive in behavior, and often exhibit questionable moral character. Drawing on evolutionary theory of leadership emergence, in which dominance and prestige are seen as dual routes to leadership, we provide a situational and psychological account for when and why dominant leaders are preferred over other respected and admired candidates. We test our hypothesis using three studies, encompassing more than 140,000 participants, across 69 countries and spanning the past two decades. We find robust support for our hypothesis that under a situational threat of economic uncertainty (as exemplified by the poverty rate, the housing vacancy rate, and the unemployment rate) people escalate their support for dominant leaders. Further, we find that this phenomenon is mediated by participants' psychological sense of a lack of personal control. Together, these results provide large-scale, globally representative evidence for the structural and psychological antecedents that increase the preference for dominant leaders over their prestigious counterparts.
Abstract Although coaches and players recognise the importance of leaders within the team, research on athlete leadership is sparse. The present study expands knowledge of athlete leadership by extending the current leadership classification and exploring the importance of the team captain as formal leader of the team. An online survey was completed by 4,451 participants (31% females and 69% males) within nine different team sports in Flanders (Belgium). Players (N = 3,193) and coaches (N = 1,258) participated on all different levels in their sports. Results revealed that the proposed additional role of motivational leader was perceived as clearly distinct from the already established roles (task, social and external leader). Furthermore, almost half of the participants (44%) did not perceive their captain as the principal leader on any of the four roles. These findings underline the fact that the leadership qualities attributed to the captain as the team’s formal leader are overrated. It can be concluded that leadership is spread throughout the team; informal leaders rather than the captain take the lead, both on and off the field.
What characterizes strong nursing leadership in academia? Not what you might think. Popular mythology may suggest strength and certainty: people who transcend, get their way, and “call” the important decisions (Brown 2014). Yet, historian Archie Brown (2014) analyzing hundreds of leaders over hundreds of years suggests otherwise, with: integrity, relationship building, collegiality, curiosity, willingness to seek disparate views, empathy and energy being far more important (Brown 2014). Stereotypical strength, it transpires, is steadfast weakness. Leadership in academia is necessary because the work is highly demanding, change is ever-present, and demands ever increase. This article is protected by copyright. All rights reserved.
Individuals higher in narcissism have leader emergent tendencies. The characteristics of their personality suggest, however, that their leadership qualities will decrease over time as a function of group acquaintance. We present data from two studies that provide the first empirical support for this theoretical position within a transformational leadership framework.
Particularly socially influential individuals are present in many groups [1-8], but it is unclear whether their emergence is determined by their social influence versus the social susceptibility of others . The social spider Stegodyphus dumicola shows regional variation in apparent leader-follower dynamics. We use this variation to evaluate the relative contributions of leader social influence versus follower social susceptibility in driving this social order. Using chimeric colonies that combine potential leaders and followers, we discover that leader-follower dynamics emerge from the site-specific social susceptibility of followers. We further show that the presence of leaders increases colony survival in environments where leader-follower dynamics occur. Thus, leadership is driven by the “social susceptibility” of the population majority, rather than the social influence of key group members.
Increasing attention is being paid to the question of why some people emerge as leaders, and we investigated the effects of persistent exposure to poverty during childhood on later leadership role occupancy. We hypothesized that exposure to poverty would limit later leadership role occupancy through the indirect effects of the quality of schooling and personal mastery, and that gender would moderate the effects of exposure to poverty and personal mastery. Using the National Longitudinal Study of Youth provided multiwave and multisource data for a sample of 4,536 (1,533 leaders; 3,003 nonleaders). Both school quality and personal mastery mediated the effects of family poverty status on later leadership role occupancy. Although gender did not moderate the effects of poverty on leadership role occupancy, the indirect effects of early exposure to poverty on leadership role occupancy through personal mastery were moderated by gender. Conceptual and practical implications of these findings are discussed. (PsycINFO Database Record
Experience overrides personality differences in the tendency to follow but not in the tendency to lead
- Proceedings. Biological sciences / The Royal Society
- Published over 7 years ago
In many animal groups, coordinated activity is facilitated by the emergence of leaders and followers. Although the identity of leaders is to some extent predictable, most groups experience frequent changes of leadership. How do group members cope with such changes in their social role? Here, we compared the foraging behaviour of pairs of stickleback fish after a period of either (i) role reinforcement, which involved rewarding the shyer follower for following, and the bolder leader for leading, or (ii) role reversal, which involved rewarding the shyer follower for leading, and the bolder leader for following. We found that, irrespective of an individual’s temperament, its tendency to follow is malleable, whereas the tendency to initiate collective movement is much more resistant to change. As a consequence of this lack of flexibility in initiative, greater temperamental differences within a pair led to improved performance when typical roles were reinforced, but to impaired performance when typical roles were reversed.
This article describes the inception and evolution of a 3-month immersion experience between hospital and nurse leaders where sociological principles were applied to support nurse leader succession. Unique to this program, the bedside nurse joins the nursing executive team full time to participate in all organizational leadership activities as part of the experience.
Higher education is undergoing rapid transformation requiring nurse faculty leaders to engage in risk taking. Consequently, what is known about the experience of taking risks? How do leaders decide what constitutes a risk worth taking? How do leaders who take risks tolerate failure? The purpose of this study was to explicate the leadership practices of risk taking in nurse faculty leaders.
Although innovation is critical to success in today’s tumultuous environment, health care is slow to embrace it, and there is significant variability in strategic adoption of innovation across organizations. Nurse leaders do not need to be innovators themselves but must engage in, and have the ability to create, an organizational culture of innovation. Twenty-six leadership behaviors specific to innovation leadership were identified through a Delphi study to develop competencies as well as the knowledge, skills, and attitudes that support nurse leaders in acquiring or expanding the capability of nurse leaders to create a culture of innovation. It was demonstrated that nursing innovation experts were able to differentiate between general leadership behaviors and innovation leader behaviors. In addition, the need to acquire basic leadership competencies before mastering innovation leader competencies was identified. Five strategies to initiate or expand a culture of innovation in organizations were identified, including (1) assessment of organizational capacity for innovation; (2) acknowledgement of the responsibility of all leaders to create an innovation-rich environment; (3) provision of education, skill building, and coaching; (4) encouragement of an ongoing practice of innovation, even in the face of failure; and (5) development of a sustainable culture of innovation.