The exploration of influence as a leadership competency amongst emerging adult males
- Authors: Munyai, Pfarelo Pardon
- Date: 2015
- Subjects: Leadership , Leadership -- Psychological aspects , Influence (Psychology) , Control (Psychology) , Social media , Executives -- Training of , Executive ability , College students , Young adults , Educational leadership , Executive coaching , Male college students , Leadership -- Study and teaching (Higher) , College student government
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:852 , http://hdl.handle.net/10962/d1017520
- Description: The association between leadership, influence and power is well developed in the literature. However, there is a notable lack of research on youth leadership development, especially as it pertains to their exercise of influence. This paper was borne out of the need to explore how youth - emerging adults’ males in particular - exercise influence as a leadership competency within their voluntary leadership positions. Using semi-structured face-to-face interviews and the Critical Incident Technique (CIT), the research primarily focused on influence tactics and how they were employed. This included assessing the related power bases and principles of influence that were manifest, as well as the learning and development that occurred when reflecting on the outcome of the influence process. Data was analysed using an open coding procedure. Incidents explored in the study were primarily interpersonal in nature. This was reminiscent of lateral influence that characterised the peer to peer contextual environment of the study. The study found that in their influence pursuits, emerging adults followed a rational approach to influence. The distinguishable power bases and their relative importance in application were context dependent (Krause and Kearney, 2006:59-86). In addition, various proactive influence tactics were employed with a leaning towards those perceived as positive, honest and non-manipulative in application, which was congruent with Head Student role expectations and the culture of the organization. The utilization of social media as a communication platform from which various tactics could be launched was a novel and notable finding. Consequently, the results were presented primarily under two themes, exploring how tactics of influence are used face to face and via the social media platform. In addition, the study emphasised the ethical implications of the exercise of influence in both of these platforms and related to this, the challenge of influencing friends or close associates, without undermining leadership integrity. Overall, the various influence incidents presented and their outcomes, evidently shaped leadership development by reinforcing tactics which worked and stimulating continuous reflection and learning, adaptive strategies and the development of new means to deal with resistance and non-compliance. All of these are critical to shaping future influence behaviour. Primary recommendations include the need for a proactive approach to educating youth on leadership and influence through formal programmes, if they were to be empowered with tools to develop and maximize their leadership potential. Equally, practitioners need to be sensitized to the significance of their role as catalysts in nurturing youth leadership development. In addition, the novel use of social media as a leadership influence platform was recognised as significant and as such, a candidate for further research. Beyond the limited scope of this study, other angles worthy of further research include, factoring in elements such as gender, cross-cultural differences and the aspect of voluntary versus incentivised (or paid) leadership positions. The research is presented in an academic paper format, and is structured in three sections. These sections are written up as relatively independent sections, but are complementary in covering the full scope of the research. Section One, which is essentially a paper in a format of an academic journal article, represent the primary section and covers the results of the study, together with discussions and recommendations. This is followed by a literature review (i.e. Section Two), which delves into all the relevant literature explored. Section Three covers the methodology, research design and research procedure pursued. As part of the addendum, a comprehensive summary of the incidents explored is presented. This gives insight into the nature of the various incidents, the influence tactics preferred, power bases and influence principles manifested, together with the outcomes of the incidents. Furthermore, lessons drawn in reflection are noted, which participants viewed as critical, in that they shaped the way they now intend to exercise influence and thereby reflects their personal leadership development.
- Full Text:
- Date Issued: 2015
- Authors: Munyai, Pfarelo Pardon
- Date: 2015
- Subjects: Leadership , Leadership -- Psychological aspects , Influence (Psychology) , Control (Psychology) , Social media , Executives -- Training of , Executive ability , College students , Young adults , Educational leadership , Executive coaching , Male college students , Leadership -- Study and teaching (Higher) , College student government
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:852 , http://hdl.handle.net/10962/d1017520
- Description: The association between leadership, influence and power is well developed in the literature. However, there is a notable lack of research on youth leadership development, especially as it pertains to their exercise of influence. This paper was borne out of the need to explore how youth - emerging adults’ males in particular - exercise influence as a leadership competency within their voluntary leadership positions. Using semi-structured face-to-face interviews and the Critical Incident Technique (CIT), the research primarily focused on influence tactics and how they were employed. This included assessing the related power bases and principles of influence that were manifest, as well as the learning and development that occurred when reflecting on the outcome of the influence process. Data was analysed using an open coding procedure. Incidents explored in the study were primarily interpersonal in nature. This was reminiscent of lateral influence that characterised the peer to peer contextual environment of the study. The study found that in their influence pursuits, emerging adults followed a rational approach to influence. The distinguishable power bases and their relative importance in application were context dependent (Krause and Kearney, 2006:59-86). In addition, various proactive influence tactics were employed with a leaning towards those perceived as positive, honest and non-manipulative in application, which was congruent with Head Student role expectations and the culture of the organization. The utilization of social media as a communication platform from which various tactics could be launched was a novel and notable finding. Consequently, the results were presented primarily under two themes, exploring how tactics of influence are used face to face and via the social media platform. In addition, the study emphasised the ethical implications of the exercise of influence in both of these platforms and related to this, the challenge of influencing friends or close associates, without undermining leadership integrity. Overall, the various influence incidents presented and their outcomes, evidently shaped leadership development by reinforcing tactics which worked and stimulating continuous reflection and learning, adaptive strategies and the development of new means to deal with resistance and non-compliance. All of these are critical to shaping future influence behaviour. Primary recommendations include the need for a proactive approach to educating youth on leadership and influence through formal programmes, if they were to be empowered with tools to develop and maximize their leadership potential. Equally, practitioners need to be sensitized to the significance of their role as catalysts in nurturing youth leadership development. In addition, the novel use of social media as a leadership influence platform was recognised as significant and as such, a candidate for further research. Beyond the limited scope of this study, other angles worthy of further research include, factoring in elements such as gender, cross-cultural differences and the aspect of voluntary versus incentivised (or paid) leadership positions. The research is presented in an academic paper format, and is structured in three sections. These sections are written up as relatively independent sections, but are complementary in covering the full scope of the research. Section One, which is essentially a paper in a format of an academic journal article, represent the primary section and covers the results of the study, together with discussions and recommendations. This is followed by a literature review (i.e. Section Two), which delves into all the relevant literature explored. Section Three covers the methodology, research design and research procedure pursued. As part of the addendum, a comprehensive summary of the incidents explored is presented. This gives insight into the nature of the various incidents, the influence tactics preferred, power bases and influence principles manifested, together with the outcomes of the incidents. Furthermore, lessons drawn in reflection are noted, which participants viewed as critical, in that they shaped the way they now intend to exercise influence and thereby reflects their personal leadership development.
- Full Text:
- Date Issued: 2015
Critical core competencies for effective strategic leadership in project management
- Authors: Jowah, Enoch Larry
- Date: 2013
- Subjects: Leadership -- Psychological aspects , Project management , Core competencies , Leadership
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9305 , http://hdl.handle.net/10948/d1017230
- Description: Project management is undeniably the fastest growing discipline as organizations move into the euphoria of projectification of their operations. Though projects have been a part of human life since time immemorial, there is a sudden realisation of the effectiveness of the methods used in project management. The enrolment of students studying for project management in tertiary institutions has shown tremendous increase. Yet the project execution process is mired by high failure rates and absence of clarity on the necessary skills required for effective project execution. The authority-gap in project management presents political and operational conflicts, and new innovative ways of authority-gap reduction need to be identified and taught in training programs. Simultaneously there is a realisation by both academics and practitioners that there is a difference between managers and leaders. Extensive studies on leadership have not allowed for a one-stop-leadership-style to be used in leadership of any form, let alone project leadership. In fact there is no standard definition of leadership as this has been heavily contextualized and thereby disallowing the creation of a universal definition. No cast-in-stone leadership styles are known and thereby leaving the research on leadership to concentrate on critical competencies required for effective leadership of projects. This study seeks to establish the core competencies needed by the project leaders and other practitioners to reduce the failure rate and maximise the benefits currently sought after by organisations. Studies have shown that the matrix structure within which the embedded projects work is a contributing factor to the failure of projects. Because projects are executed by people, it would be the proper utilisation of people’s talents and competencies that are expected to yield favourable results. Thus, whilst the matrix structure creates the authority-gap that presents a problem for effective project execution, management-by-projects still remains the best way known to add economic value to performance and productivity. The study therefore focuses on those characteristics of project leaders that will most likely make the difference in the way people perform in the workplace. The research findings emphasised the importance of empowerment of project managers and the development of their interpersonal skills of the project leader with special emphasis on extroversion, genuineness of senior management, and the responsiveness of the project leaders as important requirements for effective authority- gap reduction. These critical competencies will therefore facilitate the project execution process and enhance the empowered project leader’s ability to reduce the high project failure rate and high cost overruns. These competencies apply specifically to the human element as it relates to the role of the project leader and the interaction with the team members, this new knowledge needs to be introduced into training programs and project practitioners.
- Full Text:
- Date Issued: 2013
- Authors: Jowah, Enoch Larry
- Date: 2013
- Subjects: Leadership -- Psychological aspects , Project management , Core competencies , Leadership
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9305 , http://hdl.handle.net/10948/d1017230
- Description: Project management is undeniably the fastest growing discipline as organizations move into the euphoria of projectification of their operations. Though projects have been a part of human life since time immemorial, there is a sudden realisation of the effectiveness of the methods used in project management. The enrolment of students studying for project management in tertiary institutions has shown tremendous increase. Yet the project execution process is mired by high failure rates and absence of clarity on the necessary skills required for effective project execution. The authority-gap in project management presents political and operational conflicts, and new innovative ways of authority-gap reduction need to be identified and taught in training programs. Simultaneously there is a realisation by both academics and practitioners that there is a difference between managers and leaders. Extensive studies on leadership have not allowed for a one-stop-leadership-style to be used in leadership of any form, let alone project leadership. In fact there is no standard definition of leadership as this has been heavily contextualized and thereby disallowing the creation of a universal definition. No cast-in-stone leadership styles are known and thereby leaving the research on leadership to concentrate on critical competencies required for effective leadership of projects. This study seeks to establish the core competencies needed by the project leaders and other practitioners to reduce the failure rate and maximise the benefits currently sought after by organisations. Studies have shown that the matrix structure within which the embedded projects work is a contributing factor to the failure of projects. Because projects are executed by people, it would be the proper utilisation of people’s talents and competencies that are expected to yield favourable results. Thus, whilst the matrix structure creates the authority-gap that presents a problem for effective project execution, management-by-projects still remains the best way known to add economic value to performance and productivity. The study therefore focuses on those characteristics of project leaders that will most likely make the difference in the way people perform in the workplace. The research findings emphasised the importance of empowerment of project managers and the development of their interpersonal skills of the project leader with special emphasis on extroversion, genuineness of senior management, and the responsiveness of the project leaders as important requirements for effective authority- gap reduction. These critical competencies will therefore facilitate the project execution process and enhance the empowered project leader’s ability to reduce the high project failure rate and high cost overruns. These competencies apply specifically to the human element as it relates to the role of the project leader and the interaction with the team members, this new knowledge needs to be introduced into training programs and project practitioners.
- Full Text:
- Date Issued: 2013
Relationship between employee performance, leadership and emotional intelligence in a South African parastatal organisation
- Authors: Hayward, Brett Anthony
- Date: 2006
- Subjects: Employees -- Rating of , Leadership , Leadership -- Psychological aspects , Emotional intelligence , Government business enterprises -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1206 , http://hdl.handle.net/10962/d1019740
- Description: This research investigates the relationship between employee performance, leadership and emotional intelligence in a South African parastatal. The literature provided discusses the three variables of performance, leadership and emotional intelligence. Information was gathered, using three instruments, from a sample of 160 leaders and 800 raters. The Multifactor Leadership Questionnaire was used to determine leadership style within the parastatal, while the Emotional Competency Profiler was used to determine the emotional intelligence of the leaders within the parastatal. Employee performance was captured and recorded using the parastatal’s performance appraisal process. Leadership and emotional intelligence were identified as the independent variables and employee performance as the dependent variable. Data obtained from each of the research instruments was then statistically analysed. Through linear regression analysis it was concluded that there is a significant relationship between employee performance and an emotionally intelligent, transactional leader. However, no significant linear relationship was found between employee performance and an emotionally intelligent, transformational leader. Simple correlation analysis showed that there is a relatively weak significant linear relationship between emotional intelligence and transactional leadership. Moreover, it was found that there is a very strong significant linear relationship between emotional intelligence and transformational leadership. This research therefore adds a new dimension to employee performance, leadership and emotional intelligence, since no similar study has been conducted. As this research takes place in the South African context, it contributes to the bank of findings relating to the concepts.
- Full Text:
- Date Issued: 2006
- Authors: Hayward, Brett Anthony
- Date: 2006
- Subjects: Employees -- Rating of , Leadership , Leadership -- Psychological aspects , Emotional intelligence , Government business enterprises -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1206 , http://hdl.handle.net/10962/d1019740
- Description: This research investigates the relationship between employee performance, leadership and emotional intelligence in a South African parastatal. The literature provided discusses the three variables of performance, leadership and emotional intelligence. Information was gathered, using three instruments, from a sample of 160 leaders and 800 raters. The Multifactor Leadership Questionnaire was used to determine leadership style within the parastatal, while the Emotional Competency Profiler was used to determine the emotional intelligence of the leaders within the parastatal. Employee performance was captured and recorded using the parastatal’s performance appraisal process. Leadership and emotional intelligence were identified as the independent variables and employee performance as the dependent variable. Data obtained from each of the research instruments was then statistically analysed. Through linear regression analysis it was concluded that there is a significant relationship between employee performance and an emotionally intelligent, transactional leader. However, no significant linear relationship was found between employee performance and an emotionally intelligent, transformational leader. Simple correlation analysis showed that there is a relatively weak significant linear relationship between emotional intelligence and transactional leadership. Moreover, it was found that there is a very strong significant linear relationship between emotional intelligence and transformational leadership. This research therefore adds a new dimension to employee performance, leadership and emotional intelligence, since no similar study has been conducted. As this research takes place in the South African context, it contributes to the bank of findings relating to the concepts.
- Full Text:
- Date Issued: 2006
- «
- ‹
- 1
- ›
- »