Michael Palanski

Team dynamics in virtual, partially distributed teams

In this study, we explored team roles in virtual, partially distributed teams, or vPDTs (teams with at least one co-located subgroup and at least two subgroups that are geographically dispersed but that collaborate virtually). Past research on virtual teams emphasizes the importance of team dynamics. We argue that the following three roles are particularly important for high functioning virtual teams: Project Coordinator, Implementer and Completer-Finisher. We hypothesized that the highest performing vPDTs will have 1) a single Project Coordinator for each subgroup, 2) multiple Implementers within the team, and 3) fewer Completer-Finishers within the team. A sample of 28 vPDTs with members working on two different continents provides support for the second and third hypothesized relationships, but not the first. Multiple Implementers within a PDT are related to strong performance.Fewer Completer-Finishers within a PDT are related to strong performance.Implementer, Completer-Finisher and Team Member roles are the most common in a PDT.Project Coordinators emerge in the form of one individual per sub-group location.

Emotional Contagion at Work: An In-Class Experiential Activity

This article describes an in-class exercise designed to demonstrate the concept of emotional contagion. Empirical research has found that leader emotional displays at work relate to various member work attitudes and performance. However, students may have a difficult time understanding how and why emotions can influence organizational outcomes. Thus, the objective of this in-class exercise is to demonstrate how quickly and easily leader emotional displays stimulate contagion among group members. In addition, this exercise allows students to reflect on the influence of emotional labor and displayed versus felt leader emotional displays in organizations. Specifically, the exercise uses exaggerated leader emotional displays, and students get the opportunity to experience and reflect on how both authentic and inauthentic emotional displays are contagious. After reviewing the literature concerning emotional contagion, emotional labor, and emotional regulation strategies, this exercise is described in detail and class discussion points are presented. Finally, the article ends with advice on how to incorporate this experiential exercise in other undergraduate and graduate management courses and how instructors might use our findings.

Cross-Domain Antecedents of Leader Behaviors at Work: An Examination of Leader Identity

Building on theory about leader identity and multi-domain leadership, we hypothesize that recognition of an individual as a leader by family and friends positively impacts the individual’s own sens...

Age Diversity and Leadership: Enacting and Developing Leadership for All Ages

Globally, the workforce is changing. By 2050, the number of people over the age of 60 around the world is estimated to be over 21.1 per cent (United Nations 2013). These aging populations, coupled with increasing national retirement ages and decreasing retirement benefits, are creating a new challenge for organizational leaders as employees continue working well into what was once considered retirement age (The Economist 2014). Labor participation for those aged 65 and older totaled 8 per cent in developed regions and 31 per cent in developing regions; this participation in developed countries is expected to continue to grow up to 20 per cent by 2020 (United Nations 2013).

An Enrichment/Impairment Perspective on Leading in Multiple Domains: The Impact on Leader/Follower Well-Being and Stress

Abstract We propose a model of multidomain leadership and explain how it drives leader and follower well-being and stress. Multidomain leadership engagement, or the application of leader knowledge, skills, and abilities across domains, results in either an enriching or impairing experience for the leader. The result is influenced by the leader’s self-regulatory strength and self-awareness, as well as the amount of social support and domain similarity. An enriching experience leads to increased self-efficacy, self-regulatory strength, and self-awareness, which in turn leads to increased leader (and subsequently follower) well-being and reduced leader (and subsequently follower) stress. Enriching experiences also tend to drive further engagement and enriching experiences, while impairing experiences do the opposite. Implications and directions for future research are discussed.

Time to create:pathways to earlier and later creative discoveries in Nobel Prize winners

1. Introduction Sven Hemlin, Carl Martin Allwood, Ben R. Martin, and Michael D. Mumford Part 1: Theoretical Section 2. Leading Scientists and Engineers: Cognition in a Socio-Technical Context Michael D. Mumford, David Peterson, and Isaac Robledo 3. What Connects Leadership and Creativity? The Mechanisms through Which Leaders May Influence Follower and Team Creativity Leif Denti and Sven Hemlin 4. Leadership, Innovation, and Technology: The Evolution of the Creative Process Samuel T. Hunter, Nicole Ginther, and Joshua Fairchild Part 2: Empirical Section 5. Academic Leadership of High-Performing Research Groups Maaike Verbree, Inge van der Weijden, and Peter van den Besselaar 6. Generation and Life Cycle Effects on Academic Leadership Maaike Verbree, Inge van der Weijden, and Peter van den Besselaar 7. Time to Create: Pathways to Earlier and Later Creative Discoveries in Noble Prize Winners Dawn L. Eubanks, Michael E. Palanski, Juani Swart, Michelle Hammond, and Joy Oguntebi Part 3: Implications Section 8. Succession Planning for Scientific Positions: Identifying, Developing, and Retaining Leaders for Innovation Ginamarie S. Ligon, Kate T. Dembroski, Robyn C. Mapp, Gamesa Zongrone, and Bianca M. Zongrone 9. Leading Interdisciplinary Creative Teams: Challenges and Solutions Roni Reiter-Palmon, Triparna de Vreede, and Gert-Jan de Vreede 10. Leadership and Followership in Science and Technology Michael E. Gorman 11. Creative Leadership: Meaning and Value for Science, Technology, and Innovation Gerard Puccio, Marie Mance, and Jeffery Zaco-Smith 12. Conclusions Sven Hemlin, Carl Martin Allwood, Ben R. Martin, and Michael D. Mumford