Susan Elaine Murphy

Cross-cultural variations in leadership perceptions and attribution of charisma to the leader

Abstract Leadership perception is based on (a) a recognition-based process that involves categorization of leaders’ characteristics into relevant stereotypes; and (b) an inference-based process that involves making attributions for leaders’ characteristics based on outcomes of salient events ( Lord & Maher, 1993 ). The present study examined the interactive effects of these two alternative processes of leadership perceptions on attributions of charisma cross-culturally. Groups of participants from either a collectivistic culture (Turkey) or an individualistic culture (United States) read a vignette about a prototypical or antiprototypical leader (manipulation of recognition-based process) whose company produced a slight or significant increase in sales (manipulation of inference-based process). The results showed that the co-occurrence of these two processes produced optimal attribution of charisma to the leader. In addition, the leaders’ prototypical characteristics were more effective in forming a leadership impression in an individualistic culture, whereas collectivistic people made attributions based on the company performance outcome.

The Role of Mentoring Support and Self-Management Strategies on Reported Career Outcomes:

This study examined the contribution of self-management strategies to job outcomes for employees involved in mentoring relationships. Participants (n = 158) reported their use of three types of self-management strategies, the level of support functions provided by their mentors, and their job satisfaction and perceived career success. Results showed that individuals who used self-set career goals reported greater job satisfaction and perceived career success; those who engaged in positive cognitions also had higher job satisfaction; and those who used behavioral self-management strategies reported greater perceived career success. Mentoring and self-management strategies each contributed uniquely to satisfaction and perceived career satisfaction. After controlling for amount of instrumental support provided by the mentors, positive cognitions remained predictive of perceived career success, and participation in self-set career goals were related to higher levels of job satisfaction. Moderator analysis showed that the self-management strategies appeared to be useful in the absence of certain types of mentor support.

Charismatic leadership in crisis situations: A laboratory investigation of stress and crisis

Charismatic leaders are often thought to emerge in times of crisis. This study examined the effects of evaluation stress and situational crisis on task performance and ratings of charismatic behavior, as assessed by outside coders on Conger and Kanungo’s C-K Scale. Fiftyfive three-member groups were randomly assigned a leader and asked to complete a projectplanning task. Half of the groups were randomly assigned to a stress condition, and all groups underwent a midsession crisis intervention. Results showed that leaders in the stress condition were perceived as significantly more charismatic than leaders in the no-stress condition, although ratings converged after the crisis manipulation.

Mentoring and Self-Management Career Strategies for Entrepreneurs

The purpose of this article is to examine the literature on self-management and mentoring to develop practical methods of enhancing the career success of entrepreneurs. The authors believe that both behavioural and cognitive self-management strategies can be useful to entrepreneurs. These techniques include goal-setting, self-observation, self-rewards, cueing, self-talk, visualization and the active reframing of obstacles into opportunities. In addition, the varying roles and functions of mentors, including emotional, vocational and role modelling support, will have many positive benefits for both entrepreneurial protégés and mentors. Recommendations for future research and an entrepreneurial model of career development are provided.

Leadership and Leader Developmental Self‐Efficacy: Their Role in Enhancing Leader Development Efforts

This chapter describes the role of two types of self-efficacy-leader self-efficacy and leader developmental efficacy-for enhancing leadership development. Practical implications for designing and developing leadership programs that take into account these two types of self-efficacy are discussed.

Leadership Lessons from Creative Industries: The Case of Producers, Directors, and Executives in Film and Television

Abstract Creativity and innovation are important for fulfilling organizational goals. In understanding ways to enhance creativity research has moved on from understanding individual creativity, to an organizational analysis of successful firms that encourage creativity. However, an additional source of creativity stems from direct and indirect leadership and the decisions leaders make to enhance creativity throughout the organization. This chapter examines creativity in film and television as influenced by leadership activities at the organization, team, and individual level and describes lessons learned.

Best Practices of Prosocial Organizations in Youth Development

The increased emphasis on corporate social responsibility has provided much-needed efforts in helping young people in a wide variety of ways. Societal, economic, and human resources reasons have encouraged more organizations to help youth. In addition, many forward-thinking organizations have done much to volunteer their employees’ time, develop programs, and donate resources. There are countless examples of companies that support youth development; however, the results of their programs are not widely disseminated, leaving companies that want to start their own efforts often either duplicating what might already be available or developing a program that will be less than effective. Many of the best-practice companies realize the steps necessary to lead to successful programs and have partnered with existing agencies to serve those who need it most. Their accomplishments are commendable and should be shared with others.

Conceptual Framework on Workplace Deviance Behaviour: A Review:

This article aims to highlight the importance of organizational climate with both destructive and constructive deviance behaviour in different cultural setting with workplace as a common ground. First, we discuss the need for research in workplace deviance especially destructive and constructive deviance behaviour with the review of previous studies from deviance literature. Next, we present the importance of climate and culture with both destructive and constructive deviance by proposing relationship among them with the help of a framework. The presented theoretical framework can be useful for conducting future empirical research. Finally, we present the conclusion and future research in conducting cross-national research with respect to deviance.

Commentary on Sowcik and Allen: Getting Down to Business

When I am asked to speak on leadership, and leaders hip development specifically, invariably someone in the audience will offer that “leadership really cannot be taught; you either are born with the ability to lead or you are not.” I then sp end a few minutes describing what we know about leadership development and the evidence showing that skills can be attained. I also suggest that while athletes may come to a game with raw tal ent, there is much that can be and is done through training to hone that talent. Historically, business schools have existed to educ ate management professionals, and although the concept of leadership has been a more recent ad dition, it is clear that individuals enrolled in courses in advanced management and technical skills are being prepared for upper level management positions or what we now call leadership roles (Khurana, 2007). Today, business educators design courses to reinforce and develop l eadership skills across the curriculum and within technical specialties. However, the success of these efforts varies. Employment surveys still suggest that business school graduates lack s ome skills associated with effective leadership, indicating that leadership education within busines s schools may benefit from dedicated, planned efforts. Sowcik and Allen’s paper, Getting Down to Business: A Look at Leadership Educ ation in Business Schools , identifies a number of compelling issues in impro ving leadership education in business schools and provides a thorough overview of how these efforts could benefit from the considerations present in the National Leadership E ducators Research Agenda. In a cursory analysis of the offerings in leadership within US b usiness schools in 2010, we found that the top schools focused on comprehensive ways of addressing leadership (Murphy & Johnson, 2011). These efforts range from graduate programs that inc luded a singular focus on developing leaders in business to those who offer support for student leader development while one transitions through an MBA program. A review of the top 10 undergraduate programs showed that many more are focusing on soft skills that support effec tive leadership (Murphy & Johnson, 2013). And as Sowcik and Allen note, at least one leadersh ip course is offered at 45 out 50 of the top US business schools. However, this does not mean that business schools embrace leadership education. Some schools consider leadership as a di scipline less important than other technical areas (Kurana, 2007) and deem the leadership piece as too “touchy-feely” or refer to it as “charm school.” My commentary will focus on what we know historically about leadership and leadership development that can help support an age nda of improving leadership education and research. I will also suggest a few areas of attent ion that complement Sowcik and Allen’s paper.