CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: senior leadership team coaching</title> <meta name="description" content="Search results for: senior leadership team coaching"> <meta name="keywords" content="senior leadership team coaching"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="senior leadership team coaching" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="senior leadership team coaching"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2706</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: senior leadership team coaching</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2706</span> Senior Leadership Team Coaching in Action: Creating High-Performance Teams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siqi%20Fang">Siqi Fang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jingxi%20Hou"> Jingxi Hou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Positive psychology and coaching psychology share a number of fundamental assumptions and common themes. Blending positive psychology, mindfulness, and coaching psychology, our work in team coaching with leaders enhances both leadership and team effectiveness. Although individual coaching has proven to be effective, this article advocates the benefits of leadership coaching in team settings, because durable changes in leadership behaviors are more likely to occur. Does leadership team coaching really work? Does it help improve senior leadership team effectiveness and productivity? This action research study answers these questions by tracking the progress of three typical senior leadership teams consisting of 31 executives participating in a six-month team coaching program. Assessments (pre- and post), workshops, and feedback based on ego development theories and mindfulness were applied to upgrade the senior leadership teams’ transformational stages and reframe their organizational leadership cultures. Results suggest that the team effectiveness of the three leadership teams increased up to 43 percent according to post-survey feedback from superior, direct report, and peers. Discussion is offered to show that senior leadership team coaching help teams to achieve a consensus on common purposes, establish a foundation of trust, improve collective skills, and promote efficient operation. All factors translate into better team performance. Implications of the results for future executive development programs are discussed and specific recommendations are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=ego%20development" title=" ego development"> ego development</a>, <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title=" mindfulness"> mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20leadership%20team%20coaching" title=" senior leadership team coaching"> senior leadership team coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20effectiveness" title=" team effectiveness"> team effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=transformational%20stages" title=" transformational stages"> transformational stages</a> </p> <a href="https://publications.waset.org/abstracts/69383/senior-leadership-team-coaching-in-action-creating-high-performance-teams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69383.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2705</span> Management Trainee Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ambreen%20Amir%20Ali">Ambreen Amir Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In todays’ dynamic environment, it has become very crucial to have comprehensive management trainee program to hire future leaders of organization. It is being proved that fresh graduates mostly join organizations because of its institution but later on they leave organization because of their immediate manager or supervisor. The concept of coaching and mentoring in talent management systems are very important, because mentors are those who can advise, facilitate, help and support new entrants to advance in their career. When it comes to going for talent hunt, one point needs to be highlighted that MTs are the raw talent for your organization, now it’s the responsibility of employers to nourish them, polish and developed them so that they can enthusiastically take care of senior leadership roles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=management%20trainee" title="management trainee">management trainee</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20roles" title=" leadership roles"> leadership roles</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching" title=" coaching"> coaching</a> </p> <a href="https://publications.waset.org/abstracts/17494/management-trainee-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17494.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">636</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2704</span> The Role of Team Efficacy and Coaching on the Relationships between Distributive and Procedural Justice and Job Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoonhee%20Cho">Yoonhee Cho</a>, <a href="https://publications.waset.org/abstracts/search?q=Gye-Hoon%20Hong"> Gye-Hoon Hong </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on the roles of distributive and procedural justice on job engagement. Additionally, the study focuses on whether situational factors such as team efficacy and team leaders’ coaching moderate the relationship between distributive and procedural justice and job engagement. Ordinary linear regression was used to analyze data from seven South Korean Companies (total N=346). Results confirmed the hypothesized model indicating that both distributive and procedural justices were positively related to job engagement of employees. Team efficacy and team leaders’ coaching moderated the relationship between distributive justice and job engagement whereas it brought non-significant result found for procedural justice. The facts that two types of justice and the interactive effects of two situational variables were different implied that different managerial strategies should be used when job engagement was to be enhanced. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coaching" title="coaching">coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=distributive%20justice" title=" distributive justice"> distributive justice</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20engagement" title=" job engagement"> job engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20justice" title=" procedural justice"> procedural justice</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20efficacy" title=" team efficacy"> team efficacy</a> </p> <a href="https://publications.waset.org/abstracts/23699/the-role-of-team-efficacy-and-coaching-on-the-relationships-between-distributive-and-procedural-justice-and-job-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23699.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">554</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2703</span> The Effect of Leadership Styles on Continuous Improvement Teams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paul%20W.%20Murray">Paul W. Murray</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research explores the relationship between leadership style and continuous improvement (CI) teams. CI teams have several features that are not always found in other types of teams, including multi-functional members, short time period for performance, positive and actionable results, and exposure to senior leadership. There is not only one best style of leadership for these teams. Instead, it is important to select the best leadership style for the situation. The leader must have the flexibility to change styles and the skill to use the chosen style effectively in order to ensure the team’s success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership%20style" title="leadership style">leadership style</a>, <a href="https://publications.waset.org/abstracts/search?q=lean%20manufacturing" title=" lean manufacturing"> lean manufacturing</a>, <a href="https://publications.waset.org/abstracts/search?q=teams" title=" teams"> teams</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-functional" title=" cross-functional"> cross-functional</a> </p> <a href="https://publications.waset.org/abstracts/2431/the-effect-of-leadership-styles-on-continuous-improvement-teams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2702</span> Team Members' Perception of Team Leader's Effectiveness in Biotechnology Industry in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Keerthana%20Gonella">Keerthana Gonella</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamesh%20Apparaju"> Kamesh Apparaju</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teams are all pervasive and team leadership is a much discussed topic in managing projects that characterize the modern work environment. Biotechnology industry in India is an area of research interest for scholars on leadership, especially, team leadership. The present paper examines the perception of team members on the effectiveness of their team leaders in the biotechnology industry in India. This is an empirical study in which the data was collected by administering the closed-ended questionnaire to the respondents from across India. The effectiveness of the team leader is dependent upon his goal orientation that creates a collaborative climate. Leaders with technical know-how inspire teamwork with trust. They build confidence, mitigate the differences and expand team capabilities through teamwork. Effective leaders also create team identity making the most of the differences with a vision. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=team" title=" team"> team</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20capabilities" title=" team capabilities"> team capabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20leadership" title=" team leadership"> team leadership</a> </p> <a href="https://publications.waset.org/abstracts/61449/team-members-perception-of-team-leaders-effectiveness-in-biotechnology-industry-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61449.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2701</span> Preferred Leadership Behaviour of Coaches by Athletes in Individual and Team Sports in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Isa%20Danlami">Ali Isa Danlami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the coaching leadership behaviours preferred by athletes in individual and team sports in Nigeria that may lead to increased satisfaction and performance. Six leadership behaviours were identified; these are democratic, training and instruction, situational consideration, autocratic, social support and positive feedback. The six leadership behaviours relate to the preference of coaches by athletes that leads to increased performance were the focus of this study. The population of this study is comprised of male and female athletes of states sports councils in Nigeria. An ex-post facto research design was employed for this study. Stratified and purposive sampling techniques were used to select the sampled states according to the six geo-political zones of the country. Two states (North Central (FCT, Nasarawa), North East (Bauchi, Gombe), North West (Kaduna, Sokoto), South East (Anambra, Imo), South west (Ogun, Ondo), South South (Delta, and Rivers) were selected from each stratum. A modified questionnaire was used to collect data for this study, and the data collected were subjected to a reliability test using the Statistical Package for Social Science (SPSS) to analyse the data. A two sample Z-test procedure was used to test the significant differences because of the large number of subjects involved in the different groups. All hypotheses were tested at 0.05 alpha value. The findings of the study concluded that: Athletes in team and individual sports generally preferred coaches who were more disposed towards training and instructions, social support, positive feedback, situational consideration and democratic behaviours. It was also found that athletes in team sports have higher preference for coaches with democratic behaviour. The result revealed that athletes in team and individual sports did not have a preference for coaches disposed towards autocratic behaviour. Based on this, the following recommendations were made: Democratic behaviour by coaches should be encouraged in team and individual sports. Coaches should not be engaged in autocratic behaviours when coaching. These behaviours should be adopted by coaches to increase athletes’ satisfaction and enhancement in performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership%20behaviour" title="leadership behaviour">leadership behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=preference" title=" preference"> preference</a>, <a href="https://publications.waset.org/abstracts/search?q=athletes" title=" athletes"> athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=individual" title=" individual"> individual</a>, <a href="https://publications.waset.org/abstracts/search?q=team" title=" team"> team</a>, <a href="https://publications.waset.org/abstracts/search?q=coaches%E2%80%99" title=" coaches’"> coaches’</a> </p> <a href="https://publications.waset.org/abstracts/110879/preferred-leadership-behaviour-of-coaches-by-athletes-in-individual-and-team-sports-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110879.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2700</span> Assessing Usability of Behavior Coaching Organizer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nathaniel%20A.%20Hoston">Nathaniel A. Hoston</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher coaching is necessary for improving student behaviors. While coaching technologies (e.g., bug-in-ear coaching, video-coaching) can assist the coaching process, little is known about the usability of those tools. This study assessed the usability and perceived efficacy of the Behavior Coaching Organizer (BCO) using usability testing methods (i.e., concurrent think-aloud, retrospective probing) in a simulated learning environment. Participants found that the BCO is moderately usable while perceiving the tool as highly effective for addressing concerning student behaviors. Additionally, participants noted a general need for continued coaching support. The results indicate a need for further usability testing with education research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20interventions" title="behavioral interventions">behavioral interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=Behavior%20Coaching%20Organizer" title=" Behavior Coaching Organizer"> Behavior Coaching Organizer</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching%20technologies" title=" coaching technologies"> coaching technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20methods" title=" usability methods"> usability methods</a> </p> <a href="https://publications.waset.org/abstracts/128481/assessing-usability-of-behavior-coaching-organizer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2699</span> An E-coaching Methodology for Higher Education in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Essam%20Almuhsin">Essam Almuhsin</a>, <a href="https://publications.waset.org/abstracts/search?q=Ben%20Soh"> Ben Soh</a>, <a href="https://publications.waset.org/abstracts/search?q=Alice%20Li"> Alice Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Azmat%20Ullah"> Azmat Ullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is widely accepted that university students must acquire new knowledge, skills, awareness, and understanding to increase opportunities for professional and personal growth. The study reveals a significant increase in users engaging in e-coaching activities and a growing need for it during the COVID-19 pandemic. The paper proposes an e-coaching methodology for higher education in Saudi Arabia to address the need for effective coaching in the current online learning environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=role%20of%20e-coaching" title="role of e-coaching">role of e-coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=e-coaching%20in%20higher%20education" title=" e-coaching in higher education"> e-coaching in higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20higher%20education%20environment" title=" Saudi higher education environment"> Saudi higher education environment</a>, <a href="https://publications.waset.org/abstracts/search?q=e-coaching%20methodology" title=" e-coaching methodology"> e-coaching methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20importance%20of%20e-coaching" title=" the importance of e-coaching"> the importance of e-coaching</a> </p> <a href="https://publications.waset.org/abstracts/162872/an-e-coaching-methodology-for-higher-education-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162872.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2698</span> The Effects of Social Capital and Empowering Leadership on Team Cohesion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20R.%20Lai">Y. R. Lai</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20C.%20Jehng"> J. C. Jehng</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20T.%20Chang"> T. T. Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Team is a popular job design in the management settings. Because people on a team need to work together to complete a lot of tasks, the interaction between team members strongly influences team effectiveness. The study examines the effect of social capital and empowering leadership on team cohesion. There are three facets of social capital: structural facet, relational facet, and cognitive facet. Empowering leadership includes enhancing the meaningfulness of work, fostering participation in decision making, expressing confidence in high performance, and providing autonomy from bureaucratic constraints. Data were collected from 181 team members of 47 teams in the real estate agency industry. The results show that the relational social capital, enhancing the meaningfulness of work, and providing autonomy from bureaucratic constraints are positively related to two dimensions of team cohesion: sense of belonging and feelings of moral. Additionally, expressing confidence in high performance is negatively related to sense of belonging. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title="social capital">social capital</a>, <a href="https://publications.waset.org/abstracts/search?q=empowering%20leadership" title=" empowering leadership"> empowering leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20cohesion" title=" team cohesion"> team cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20effectiveness" title=" team effectiveness"> team effectiveness</a> </p> <a href="https://publications.waset.org/abstracts/5048/the-effects-of-social-capital-and-empowering-leadership-on-team-cohesion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5048.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">422</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2697</span> An Empirical Analysis of the Relation between Entrepreneur's Leadership and Team Creativity: The Role of Psychological Empowerment, Cognitive Diversity, and Environmental Uncertainty</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rui%20Xing">Rui Xing</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaowen%20Zhao"> Xiaowen Zhao</a>, <a href="https://publications.waset.org/abstracts/search?q=Hao%20Huang"> Hao Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chang%20Liu"> Chang Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creativity is regarded as vital for new ventures' development since the whole process of entrepreneurship is rooted in the creation and exploration of new ideas. The entrepreneurial leader is central to the entrepreneurial team, who plays an especially important role in this process. However, few scholars have studied the impact entrepreneurs' leadership styles on the creativity of entrepreneurial teams. In this study, we integrate the historically disjointed literatures of leadership style and team creativity under entrepreneurship circumstance to understand why and when entrepreneurs' different leadership style relates to team creativity. Focus on answering the following questions: Is humility leadership necessarily better than narcissism leadership at increasing the creativity of entrepreneurial teams? Moreover, in which situations humility leadership or narcissism leadership is more conducive to the entrepreneurial team's creativity? Based on the componential theory of creativity and entrepreneurial cognition theory, we explore the relationship between entrepreneurs' leadership style and team creativity, treating team cognitive diversity and environmental uncertainty as moderators and psychological empowerment as mediators. We tested our hypotheses using data gathered from 64 teams and 256 individual members from 53 new firms in China's first-tier cities such as Beijing and Shanghai. We found that there was a significant positive relation between entrepreneurs' humble leadership and psychological empowerment, and the more significant the positive correlation was when the environmental uncertainty was high. In addition, there was a significant negative relation between entrepreneurs' narcissistic leadership and psychological empowerment, and the negative relation was weaker in teams with a high team cognitive diversity value. Furthermore, both entrepreneurs' humble leadership and team psychological empowerment were significantly positively related to team creativity. While entrepreneurs' narcissistic leadership was negatively related to team creativity, and the negative relationship was weaker in teams with a high team cognitive diversity or a high environmental uncertainty value. This study has some implications for both scholars and entrepreneurs. Firstly, our study enriches the understanding of the role of leadership in entrepreneurial team creativity. Different from previous team creativity literatures, focusing on TMT and R&D team, this study is a significant attempt to demonstrate that entrepreneurial leadership style is particularly relevant to the core requirements of team creativity. Secondly, this study introduces two moderating variables, cognitive diversity and environmental uncertainty, to explore the different boundary conditions under which the two leadership styles play their roles, which is helpful for entrepreneurs to understand how to leverage leadership to improve entrepreneurial team creativity, how to recruit cognitively diverse employees to moderate the effects of inappropriate leadership to the team. Finally, our findings showed that entrepreneurs' humble leadership makes a unique contribution to explaining team creativity through team psychological empowerment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurs%E2%80%99%20leadership%20style" title="entrepreneurs’ leadership style">entrepreneurs’ leadership style</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20team%20creativity" title=" entrepreneurial team creativity"> entrepreneurial team creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20psychological%20empowerment" title=" team psychological empowerment"> team psychological empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20cognitive%20diversity" title=" team cognitive diversity"> team cognitive diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20uncertainty" title=" environmental uncertainty"> environmental uncertainty</a> </p> <a href="https://publications.waset.org/abstracts/123816/an-empirical-analysis-of-the-relation-between-entrepreneurs-leadership-and-team-creativity-the-role-of-psychological-empowerment-cognitive-diversity-and-environmental-uncertainty" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123816.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2696</span> Understanding Team Member Autonomy and Team Collaboration: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ay%C5%9Fen%20Bakio%C4%9Flu">Ayşen Bakioğlu</a>, <a href="https://publications.waset.org/abstracts/search?q=G%C3%B6k%C3%A7en%20Seyra%20%C3%87ak%C4%B1r"> Gökçen Seyra Çakır</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore how research assistants who work in project teams experience team member autonomy and how they reconcile team member autonomy with team collaboration. The study utilizes snowball sampling. 20 research assistants who work the faculties of education in Marmara University and Yıldız Technical University have been interviewed. The analysis of data involves a content analysis MAXQDAPlus 11 which is a qualitative data analysis software is used as the data analysis tool. According to the findings of this study, emerging themes include team norm formation, team coordination management, the role of individual tasks in team collaboration, leadership distribution. According to the findings, interviewees experience team norm formation process in terms of processes, which pertain to task fulfillment, and processes, which pertain to the regulation of team dynamics. Team norm formation process instills a sense of responsibility amongst individual team members. Apart from that, the interviewees’ responses indicate that the realization of the obligation to work in a team contributes to the team norm formation process. The participants indicate that individual expectations are taken into consideration during the coordination of the team. The supervisor of the project team also has a crucial role in maintaining team collaboration. Coordination problems arise when an individual team member does not relate his/her academic field with the research topic of the project team. The findings indicate that the leadership distribution in the project teams involves two leadership processes: leadership distribution which is based on the processes that focus on individual team members and leadership distribution which is based on the processes that focus on team interaction. Apart from that, individual tasks serve as a facilitator of collaboration amongst team members. Interviewees also indicate that individual tasks also facilitate the expression of individuality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project%20teams%20in%20higher%20education" title="project teams in higher education">project teams in higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20assistant%20teams" title=" research assistant teams"> research assistant teams</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20collaboration" title=" team collaboration"> team collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20member%20autonomy" title=" team member autonomy"> team member autonomy</a> </p> <a href="https://publications.waset.org/abstracts/38430/understanding-team-member-autonomy-and-team-collaboration-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38430.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">362</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2695</span> Leadership of People with Physical Disabilities in Virtual Teams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Jafari%20Hemmat%20Abadi">Fatemeh Jafari Hemmat Abadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Through empathy, caring, and nurturing, benevolent leaders can help people with disabilities overcome the stigma of disability and smile at their work environment and work. The main purpose of our research is to examine the performance of people with physical disabilities in virtual teams across geographical, cultural and linguistic barriers around the world. Our results show the relationship between benevolent leadership and the three components of well-being among administrative staff, disability including perceived discrimination, job satisfaction and the need for improvement. The two factors identified for productivity are pervasive team attitudes in the team and proper leadership by the team leader. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=benevolent%20leadership" title="benevolent leadership">benevolent leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20teams" title=" virtual teams"> virtual teams</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20attitudes%20pervasive" title=" group attitudes pervasive"> group attitudes pervasive</a>, <a href="https://publications.waset.org/abstracts/search?q=climate%20including%20disability" title=" climate including disability"> climate including disability</a> </p> <a href="https://publications.waset.org/abstracts/143806/leadership-of-people-with-physical-disabilities-in-virtual-teams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143806.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2694</span> Examining the Relationship between Preferred Leadership Style and Motivation of Female Volleyball Players in Ethiopian Primer League Clubs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meseret%20Mulugeta">Meseret Mulugeta</a>, <a href="https://publications.waset.org/abstracts/search?q=Alemmebrat%20Kiflu"> Alemmebrat Kiflu</a>, <a href="https://publications.waset.org/abstracts/search?q=Belaynehchikle"> Belaynehchikle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the present study was to examine the preferred leadership style and motivation of premier league volleyball players. The sample encompassed 46 female premier league volleyball players whose ages ranged between 15 and 35 years. The data were collected using standardized questionnaires. The questionnaires were distributed to 46 female players from five volleyball clubs in the Premier League. To evaluate the motivational level of the players, the Sports Motivation Scale (SMS-6) was used. The leadership scale for sport was used to evaluate leadership. Descriptive statistics and the person correlation coefficient (P <0.05) were used to validate the relationship between leadership style and motivation. The result showed that there is a meaningful and significant relationship between leadership style and motivation. Concerning preferred coaching styles, the most preferred style was training and instruction, with a mean score of 4.10, and the least preferred style was autocratic, with a mean score of 3.37. The result of the Pearson correlation coefficient showed that the correlation between motivation types and leadership styles showed that motivation was significantly and positively correlated with all independent variables except autocratic leadership style, which is negatively correlated with motivation. This study’s nobility is to provide evidence for the most effective coaching to practice the training and instruction behaviour and social support behaviour leadership styles and refrain from using the autocratic leadership style. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autocratic" title="autocratic">autocratic</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20and%20instruction" title=" training and instruction"> training and instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20style" title=" leadership style"> leadership style</a> </p> <a href="https://publications.waset.org/abstracts/176454/examining-the-relationship-between-preferred-leadership-style-and-motivation-of-female-volleyball-players-in-ethiopian-primer-league-clubs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176454.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2693</span> ePA-Coach: Design of the Intelligent Virtual Learning Coach for Senior Learners in Support of Digital Literacy in the Context of Electronic Patient Record</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ilona%20Buchem">Ilona Buchem</a>, <a href="https://publications.waset.org/abstracts/search?q=Carolin%20Gellner"> Carolin Gellner</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the last few years, the call for the support of senior learners in the development of their digital literacy has become prevalent, mainly due to the progression towards ageing societies paired with advances in digitalisation in all spheres of life, including e-health and electronic patient record (EPA). While major research efforts in supporting senior learners in developing digital literacy have been invested so far in e-learning focusing on knowledge acquisition and cognitive tasks, little research exists in learning models which target virtual mentoring and coaching with the help of pedagogical agents and address the social dimensions of learning. Research from studies with students in the context of formal education has already provided methods for designing intelligent virtual agents in support of personalised learning. However, this research has mostly focused on cognitive skills and has not yet been applied to the context of mentoring/coaching of senior learners, who have different characteristics and learn in different contexts. In this paper, we describe how insights from previous research can be used to develop an intelligent virtual learning coach (agent) for senior learners with a focus on building the social relationship between the agent and the learner and the key task of the agent to socialize learners to the larger context of digital literacy with a focus on electronic health records. Following current approaches to mentoring and coaching, the agent is designed not to enhance and monitor the cognitive performance of the learner but to serve as a trusted friend and advisor, whose role is to provide one-to-one guidance and support sharing of experiences among learners (peers). Based on literature review and synopsis of research on virtual agents and current coaching/mentoring models under consideration of the specific characteristics and requirements of senior learners, we describe the design framework which was applied to design an intelligent virtual learning coach as part of the e-learning system for digital literacy of senior learners in the ePA-Coach project founded by the German Ministry of Education and Research. This paper also presents the results from the evaluation study, which compared the use of the first prototype of the virtual learning coach designed according to the design framework with a voice narration in a multimedia learning environment with senior learners. The focus of the study was to validate the agent design in the context of the persona effect (Lester et al., 1997). Since the persona effect is related to the hypothesis that animated agents are perceived as more socially engaging, the study evaluated possible impacts of agent coaching in comparison with voice coaching on motivation, engagement, experience, and digital literacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning%20coach" title="virtual learning coach">virtual learning coach</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20mentor" title=" virtual mentor"> virtual mentor</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20agent" title=" pedagogical agent"> pedagogical agent</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20learners" title=" senior learners"> senior learners</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy" title=" digital literacy"> digital literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20health%20records" title=" electronic health records"> electronic health records</a> </p> <a href="https://publications.waset.org/abstracts/130448/epa-coach-design-of-the-intelligent-virtual-learning-coach-for-senior-learners-in-support-of-digital-literacy-in-the-context-of-electronic-patient-record" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130448.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2692</span> Distributed Leadership and Emergency Response: A Study on Seafarers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Delna%20Shroff">Delna Shroff</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Merchant shipping is an occupation with a high rate of fatal injuries caused by organizational accidents and maritime disasters. In most accident investigations, the leader’s actions are under scrutiny and point out the necessity to investigate the leader’s decisions in critical conditions. While several leadership studies have been carried out in the past, there is a tendency for most research to focus on holders of formal positions. The unit of analysis in most studies has been the ‘individual.’ A need is, therefore, felt to adopt a practice-based perspective of leadership, understand how leadership emerges to affect maritime safety. This paper explores the phenomenon of distributed leadership among seafarers more holistically. It further examines the role of one form of distributed leadership, that is, planfully aligned leadership in the emergency response of the team. A mixed design will be applied. In the first phase, the data gathered by way of semi-structured interviews will be used to explore the seafarer’s implicit understanding of leadership. The data will be used to develop a conceptual framework of distributed leadership, specific to the maritime context. This framework will be used to develop a simulation. Experimental design will be used to examine the relationship between planfully aligned leadership and emergency response of the team members during navigation. Findings show that planfully aligned leadership significantly and positively predicts the emergency response of team members. Planfully aligned leadership leads to a better emergency response of the team members as compared to authoritarian leadership. In the third qualitative phase, additional data will be gathered through semi-structured interviews to further validate the findings to gain a more complete understanding of distributed leadership and its relation to emergency response. Above are the predictive results; the study expects to be a cornerstone of safety leadership research and has important implications for leadership development and training within the maritime industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authoritarian%20leadership" title="authoritarian leadership">authoritarian leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20leadership" title=" distributed leadership"> distributed leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency%20response" title=" emergency response "> emergency response </a>, <a href="https://publications.waset.org/abstracts/search?q=planfully%20aligned%20leadership" title=" planfully aligned leadership"> planfully aligned leadership</a> </p> <a href="https://publications.waset.org/abstracts/125761/distributed-leadership-and-emergency-response-a-study-on-seafarers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125761.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2691</span> Instructional Leadership, Information and Communications Technology Competencies and Performance of Basic Education Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jay%20Martin%20L.%20Dionaldo">Jay Martin L. Dionaldo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to develop a causal model on the performance of the basic education teachers in the Division of Malaybalay City for the school year 2018-2019. This study used the responses of 300 randomly selected basic education teachers of Malaybalay City, Bukidnon. They responded to the three sets of questionnaires patterned from the National Education Association (2018) on instructional leadership of teachers, the questionnaire of Caluza et al., (2017) for information and communications technology competencies and the questionnaire on the teachers’ performance using the Individual Performance Commitment and Review Form (IPCRF) adopted by the Department of Education (DepEd). Descriptive statistics such as mean for the description, correlation for a relationship, regression for the extent influence, and path analysis for the model that best fits teachers’ performance were used. Result showed that basic education teachers have a very satisfactory level of performance. Also, the teachers highly practice instructional leadership practices in terms of coaching and mentoring, facilitating collaborative relationships, and community awareness and engagement. On the other hand, they are proficient users of ICT in terms of technology operations and concepts and basic users in terms of their pedagogical indicators. Furthermore, instructional leadership, coaching and mentoring, facilitating collaborative relationships and community awareness and engagement and information and communications technology competencies; technology operations and concept and pedagogy were significantly correlated toward teachers’ performance. Coaching and mentoring, community awareness and engagement, and technology operations and concept were the best predictors of teachers’ performance. The model that best fit teachers’ performance is anchored on coaching and mentoring of the teachers, embedded with facilitating collaborative relationships, community awareness, and engagement, technology operations, and concepts, and pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communications%20technology" title="information and communications technology">information and communications technology</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching%20and%20mentoring" title=" coaching and mentoring"> coaching and mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20relationship" title=" collaborative relationship"> collaborative relationship</a> </p> <a href="https://publications.waset.org/abstracts/115215/instructional-leadership-information-and-communications-technology-competencies-and-performance-of-basic-education-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115215.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2690</span> The Role of Dialogue in Shared Leadership and Team Innovative Behavior Relationship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ander%20Pomposo">Ander Pomposo </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The aim of this study was to investigate the impact that dialogue has on the relationship between shared leadership and innovative behavior and the importance of dialogue in innovation. This study wants to contribute to the literature by providing theorists and researchers a better understanding of how to move forward in the studies of moderator variables in the relationship between shared leadership and team outcomes such as innovation. Methodology: A systematic review of the literature, originally adopted from the medical sciences but also used in management and leadership studies, was conducted to synthesize research in a systematic, transparent and reproducible manner. A final sample of 48 empirical studies was scientifically synthesized. Findings: Shared leadership gives a better solution to team management challenges and goes beyond the classical, hierarchical, or vertical leadership models based on the individual leader approach. One of the outcomes that emerge from shared leadership is team innovative behavior. To intensify the relationship between shared leadership and team innovative behavior, and understand when is more effective, the moderating effects of other variables in this relationship should be examined. This synthesis of the empirical studies revealed that dialogue is a moderator variable that has an impact on the relationship between shared leadership and team innovative behavior when leadership is understood as a relational process. Dialogue is an activity between at least two speech partners trying to fulfill a collective goal and is a way of living open to people and ideas through interaction. Dialogue is productive when team members engage relationally with one another. When this happens, participants are more likely to take responsibility for the tasks they are involved and for the relationships they have with others. In this relational engagement, participants are likely to establish high-quality connections with a high degree of generativity. This study suggests that organizations should facilitate the dialogue of team members in shared leadership which has a positive impact on innovation and offers a more adaptive framework for the leadership that is needed in teams working in complex work tasks. These results uncover the necessity of more research on the role that dialogue plays in contributing to important organizational outcomes such as innovation. Case studies describing both best practices and obstacles of dialogue in team innovative behavior are necessary to gain a more detailed insight into the field. It will be interesting to see how all these fields of research evolve and are implemented in dialogue practices in the organizations that use team-based structures to deal with uncertainty, fast-changing environments, globalization and increasingly complex work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue" title="dialogue">dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=shared%20leadership" title=" shared leadership"> shared leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20innovative%20behavior" title=" team innovative behavior"> team innovative behavior</a> </p> <a href="https://publications.waset.org/abstracts/86251/the-role-of-dialogue-in-shared-leadership-and-team-innovative-behavior-relationship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86251.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2689</span> Enabling Gender Equality in Leadership: An Exploration of Leadership and Self-Awareness, Using Community Participatory Action Research Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robyn%20Jackaman">Robyn Jackaman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research explores the characterization of leadership, self-awareness, and gender identity within a higher educational institution. This is in response to the widely researched area of gender in relation to senior management levels and the contemporary reflection of this issue in leadership, where gender diversity is lacking. Through organizational platforms, the University has self-identified issues relating to gender, equality, and representation. With equality being central to the core of the project, a Community Participatory Action Research approach was implemented. This approach was chosen as it is recognized for facilitating change within community contexts which complements the University Campus culture. Seventeen semi-structured interviews gave qualitative insight into working habitus (from both professional and academic services), leadership attributions and qualities and gender significance within the workplace. The research team (cross-disciplinary) used framework analysis to code and categorized the data. Key findings presented categories in gender significance to personal/work identity, organizational change and positive reflections on leadership characteristics and roles. This research has helped support the creation of tools to better assist the organization in gender equality, inclusion, and leadership development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gendered%20work" title="gendered work">gendered work</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20equality" title=" gender equality"> gender equality</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20organization" title=" university organization"> university organization</a> </p> <a href="https://publications.waset.org/abstracts/146008/enabling-gender-equality-in-leadership-an-exploration-of-leadership-and-self-awareness-using-community-participatory-action-research-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146008.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">173</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2688</span> Assessing the Leadership Succession Plan in Faith-Based Senior High Schools in Ghana and Its Associated Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20E.%20Cobbinah">J. E. Cobbinah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the most challenging issues confronting schools is good leadership succession planning. Experts argue that, although the idea of leadership succession planning is one of the strategies or practices that can help sustain improvement and promote continuity of good leadership, seem to have been neglected in many schools over the years. Appointment of head teachers in senior high schools is based on long service or one’s ability to demonstrate his/her competence in a leadership selection interview. There is no clear and well-structured leadership succession plan, before leadership position is filled, while school leadership succession planning seem to be an issue that nobody talks about. In faith-based schools the issue is even worse, because religious groups impose whoever they consider strong in the faith on schools as leaders, irrespective of the individual competence, ability to take up challenges associated with individuals’ preparedness to take up leadership position. Therefore, the present study examined the nature (including type) of leadership succession plans in faith-based senior high schools and its associated challenges. Convergent mixed method design was employed to effectively achieve the objectives of the study. The data collection strategies involved the use of interviews, questionnaires, and reviews of secondary data. The data was gathered from students, school leaders (head teachers, deputy heads, and head of departments), selected parents teachers associated members, school management committee members and members from school governors. The results show that governors of faith-based schools are making efforts to enhance education quality, by making school leadership accountable, the absence and the neglect of clear, and well-structured leadership succession plan has some negative outcomes. Unsustainable students’ academic performance, lack of support from existing staffs and senior leaders and lack of support in the implementation of school improvement plan. It would be concluded that, faith-based schools should focus on leadership competence and abilities in the selection process of potential school leaders to achieve a good succession plan rather than appointing leaders who are affiliates of one’s faith. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20leadership" title="school leadership">school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=succession%20planning" title=" succession planning"> succession planning</a>, <a href="https://publications.waset.org/abstracts/search?q=faith-based%20schools" title=" faith-based schools"> faith-based schools</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20governors" title=" school governors"> school governors</a> </p> <a href="https://publications.waset.org/abstracts/70922/assessing-the-leadership-succession-plan-in-faith-based-senior-high-schools-in-ghana-and-its-associated-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70922.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2687</span> Isolated and Combined Effects of Multimedia Computer Assisted Coaching and Traditional Coaching on Motor Ability Component and Physiological Variables among Sports School Basketball Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Biju%20Lukose">Biju Lukose</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of the study was to identify the isolated and combined effect of multi-media computer assisted coaching and traditional coaching on selected motor ability component and physiological variables among sports school basketball players. Forty male basketball players aged between 14 to 18 years were selected randomly. They were divided into four groups of three experimental and one control. Isolated multi-media computer assisted coaching, isolated traditional coaching and combined coaching (multimedia computer assisted coaching and traditional coaching) are the three experimental groups. All the three experimental groups were given coaching for 24 weeks and control group were not allowed to participate in any coaching programme. The subjects were tested dependent variables such as speed and cardio vascular endurance; at the beginning (pre-test) in middle 12 week (mid-test) and after the coaching 24 week (post-test). The coaching schedule was for a period of 24 weeks. The data were collected two days before and after the coaching schedule and mid test after the 12 weeks of the coaching schedule. The data were analysed by applying ANCOVA and Scheffe’s Post hoc test. The result showed that there were significant changes in dependent variables such as speed and cardio vascular endurance. The results of the study showed that combined coaching (multimedia computer assisted coaching and traditional coaching) is more superior to traditional coaching and multimedia computer assisted coaching groups and no significant change in speed in the case of isolated multimedia computer assisted coaching group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer" title="computer">computer</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20coaching" title=" computer-assisted coaching"> computer-assisted coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20coaching" title=" multimedia coaching"> multimedia coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20coaching" title=" traditional coaching"> traditional coaching</a> </p> <a href="https://publications.waset.org/abstracts/37052/isolated-and-combined-effects-of-multimedia-computer-assisted-coaching-and-traditional-coaching-on-motor-ability-component-and-physiological-variables-among-sports-school-basketball-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37052.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2686</span> Evidence from the Ashanti Region in Ghana: A Correlation Between Principal Instructional Leadership and School Performance in Senior High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Blessing%20Dwumah%20Manu">Blessing Dwumah Manu</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawn%20Wallin"> Dawn Wallin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore school principal instructional leadership capabilities (Robinson, 2010) that support school performance in senior high schools in Ghana’s Northern Region. It explores the ways in which leaders (a) use deep leadership content knowledge to (b) solve complex school-based problems while (c) building relational trust with staff, parents, and students as they engage in the following instructional leadership dimensions: establishing goals and expectations; resourcing strategically; ensuring quality teaching; leading teacher learning and development and ensuring an orderly and safe environment (Patuawa et al, 2013). The proposed research utilizes a constructivist approach to explore the experiences of 18 school representatives (including principals, deputy principals, department heads, teachers, parents, and students) through an interview method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title="instructional leadership">instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20content%20knowledge" title=" leadership content knowledge"> leadership content knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=solving%20complex%20problems" title=" solving complex problems"> solving complex problems</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20relational%20trust%20and%20school%20performance" title=" building relational trust and school performance"> building relational trust and school performance</a> </p> <a href="https://publications.waset.org/abstracts/167970/evidence-from-the-ashanti-region-in-ghana-a-correlation-between-principal-instructional-leadership-and-school-performance-in-senior-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167970.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2685</span> Women’s Leadership for Sustainable Outcomes: On the Road to Gender Equality for a Better Tomorrow</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deepika%20Faugoo">Deepika Faugoo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gender equality stands as the cornerstone of societal progress, intricately woven into the very essence of the 2030 Sustainable Development Goals (SDGs). Yet, the gender leadership gap remains a formidable obstacle hindering global equality. Despite women's educational advancements, their underrepresentation in senior roles persists as a baffling anomaly. Drawing from contemporary research, empirical evidence, and secondary data, this paper underscores the imperative of advancing women in leadership to drive SDGs related to empowerment and gender equality by 2030. It highlights the undeniable link between women leaders and sustainable outcomes, citing case studies and examples of their contributions to financial performance, prosperity, economic growth, and societal well-being. Exploring persistent barriers and emerging challenges, it offers actionable strategies to enhance women's representation in leadership, promising transformative benefits for organizations and societies. Amidst societal upheavals, gender equality emerges as a potent solution, catalyzing change toward a future where every voice resonates, ensuring no one is left behind. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=senior%20leadership" title="senior leadership">senior leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=SDGs" title=" SDGs"> SDGs</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20equality" title=" gender equality"> gender equality</a> </p> <a href="https://publications.waset.org/abstracts/182980/womens-leadership-for-sustainable-outcomes-on-the-road-to-gender-equality-for-a-better-tomorrow" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182980.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2684</span> Effective Leadership Styles Influence on Knowledge Sharing Behaviour among Employees of SME's in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christianah%20Oyelekan%20Oyewole">Christianah Oyelekan Oyewole</a>, <a href="https://publications.waset.org/abstracts/search?q=Adeniyi%20Temitope%20Adetunji"> Adeniyi Temitope Adetunji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Earlier researchers acknowledge the significance of knowledge sharing among employees in improving their responsiveness when dealing with unpredicted situations. Effective leadership styles have been known to impact employee knowledge-sharing behavior within an organisation positively. The role of influential leaders in knowledge sharing is accomplished through enhanced social networks and technology. However, preliminary research pointed to a lack of clear conclusions from recently published studies on the impact of effective leadership styles on knowledge-sharing behaviour among employees. The present study addressed this problem through a structured literature review. The review demonstrated that knowledge managers incorporate incentives and reward systems with their leadership styles to influence knowledge-sharing behaviour among employees positively. There was ample evidence that rational, innovative, stable and participatory organisational cultures combined with supportive and command leadership enhance employee intention for knowledge sharing in the organisation. The analysis revealed that transformational, transactional, and mentor leadership styles enhance employees’ knowledge-sharing behavior. Overall, it was resolved that the relationship between knowledge-sharing behavior among employees and leadership styles is mediated by the ability of the organisation to prioritize employee development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership%20styles" title="leadership styles">leadership styles</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=transactional%20leadership" title=" transactional leadership"> transactional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=transformational%20leadership" title=" transformational leadership"> transformational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=mentor%20leadership" title=" mentor leadership"> mentor leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20performance" title=" team performance"> team performance</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20productivity" title=" team productivity"> team productivity</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20creativity" title=" and creativity"> and creativity</a> </p> <a href="https://publications.waset.org/abstracts/163856/effective-leadership-styles-influence-on-knowledge-sharing-behaviour-among-employees-of-smes-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163856.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2683</span> The Successful in Construction Project via Effectiveness of Project Team</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zarabizan%20Zakaria">Zarabizan Zakaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Hayati%20Zainal"> Hayati Zainal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The construction industry is one of the most important sectors that contribute to the nation’s economy and catalyze towards the growth of other industries. However, some construction projects have not been completed on its stipulated time and duration, scope and budget due to several factors. This problem arises due to the weaknesses of human factors, especially from ineffective leadership quality practiced by project managers and contractors in managing project teams. Therefore, a construction project should impose the element of Project Team. The project team is formed in the implementation of the project which includes the project brief, project scope, customer requirements and provided designs. Many organizations in the construction sector use teams to meet today's global competition and customer expectations, however, team effectiveness evaluation is required. In insuring the construction team is successful and effectiveness, the construction department must encourage, measure, set up, and evaluate or review the effectiveness of project team that was formed. In order to produce a better outcome for a high-end project, an effective and efficient project team is required which also help in increasing overall productivity. The purpose of this study is to determine the role of team effectiveness in the construction project team based on the overall construction project performance. It examines several different factors which related to team effectiveness. It also examines the relationship between team effectiveness factor and project performance aspect. Team Effect Review and Project Performance Review are developed to be used for data collection. Data collected were analyzed using several statistical tests. Results obtained from data analysis are validated using semi-structured interviews. Besides that, a comprehensive survey were developed to assess the way construction project teams in order to maintain its effectiveness throughout the project phase. In order to determine a project successful it has been found that Project Team Leadership is the most important factor. In addition, the definition of team effectiveness in the construction project team is developed based on the perspective of project clients and project team members. The results of this study are expected to provide an idea on the factors that are needed to be focused on improving the team's effectiveness towards project performance aspects. At the same time, the definition of team effectiveness from team members and owner views has been developed in order to provide a better understanding of the word team's effectiveness in construction projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project%20team" title="project team">project team</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20project" title=" construction project"> construction project</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20successful" title=" project successful"> project successful</a> </p> <a href="https://publications.waset.org/abstracts/90475/the-successful-in-construction-project-via-effectiveness-of-project-team" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90475.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">177</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2682</span> TALENT GAMING©: The Innovative Methodology to Explore Talents and Empower Teams by Using Board Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susana%20F.%20Casla">Susana F. Casla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Talent Gaming is an innovative methodology based on a large research done for years about how table board games can be used to empower teams. This methodology was developed thinking about the efficiency of facilitating team coaching sessions and the importance of bringing out the best of individuals when working as a team. The fact that more senses are involved in playing a board game, linked with the psychological element of space and “permission to play”, help us travel to earlier stages of our life when our authenticity was at its heights. By being focused on playing the board game, the individual does not direct their consciousness in a particular way and is rather focused in winning the board game. By doing this, his or her inner talents and authenticity surfaces and the fact that all the senses are involved impacts enormously his behaviors and attitudes. All of this combined results in an arena where our talents show up and our decision making process is not impacted by other elements, such as appearances, status or hierarchy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=talent" title="talent">talent</a>, <a href="https://publications.waset.org/abstracts/search?q=team" title=" team"> team</a>, <a href="https://publications.waset.org/abstracts/search?q=board%20game" title=" board game"> board game</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20psychology" title=" business psychology"> business psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching%20teams%20at%20work" title=" coaching teams at work"> coaching teams at work</a> </p> <a href="https://publications.waset.org/abstracts/40831/talent-gaming-the-innovative-methodology-to-explore-talents-and-empower-teams-by-using-board-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40831.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">374</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2681</span> Exploratory Study of Contemporary Models of Leadership</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gadah%20Alkeniah">Gadah Alkeniah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Leadership is acknowledged internationally as fundamental to school efficiency and school enhancement nevertheless there are various understandings of what leadership is and how it is realised in practice. There are a number of educational leadership models that are considered important. However, the present study uses a systematic review method to examine and compare five models of the most well-known contemporary models of leadership as well as introduces the dimension of each model. Our results reveal that recently the distributed leadership has grown in popularity within the field of education. The study concludes by suggesting future directions in leadership development and education research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distributed%20leadership" title="distributed leadership">distributed leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20models" title=" leadership models"> leadership models</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20leadership" title=" moral leadership"> moral leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20leadership" title=" strategic leadership"> strategic leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=transformational%20leadership" title=" transformational leadership"> transformational leadership</a> </p> <a href="https://publications.waset.org/abstracts/96375/exploratory-study-of-contemporary-models-of-leadership" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96375.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">204</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2680</span> Entrepreneurial Leadership and Thriving Innovation Activity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olakunle%20Felix%20Adekunle">Olakunle Felix Adekunle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Innovation has become the key to firm success, and entrepreneurial leadership displayed by the top management team fundamentally drives innovation in firms. This paper discusses findings from an empirical study of factors influencing the success of firms operating in developing economies in an industry where science drives the pace of change. We find that success of firms in such industries depends on thriving innovation activity that in turn is primarily driven by effective entrepreneurial leadership of the top management team. The paper presents the dimensions of entrepreneurial leadership and its linkage to innovation and firm success in the form of testable propositions. Finally, a preliminary theory of firm success in industries where science drives the pace of change is also inducted from this empirical study and presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership" title="leadership">leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=firms" title=" firms"> firms</a>, <a href="https://publications.waset.org/abstracts/search?q=economic" title=" economic"> economic</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency" title=" efficiency"> efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=industry" title=" industry"> industry</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a> </p> <a href="https://publications.waset.org/abstracts/40925/entrepreneurial-leadership-and-thriving-innovation-activity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40925.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2679</span> The Relationship between Emotional Intelligence and Leadership Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omar%20Al%20Ali">Omar Al Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study was aimed to explore the relationships between emotional intelligence, cognitive ability, and leader's performance. Data were collected from 260 senior managers from UAE. The results showed that there are significant relationships between emotional intelligence and leadership performance as measured by the annual internal evaluations of each participant (r = .42, p < .01). Data from regression analysis revealed that both variables namely emotional intelligence (beta = .31, p < .01), and cognitive ability (beta = .29, p < .01), predicted leadership competencies, and together explained 26% of its variance. Data suggests that EI and cognitive ability are significantly correlated with leadership performance. In depth implications of the present findings for human resource development theory and practice are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20ability" title=" cognitive ability"> cognitive ability</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/37605/the-relationship-between-emotional-intelligence-and-leadership-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37605.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">477</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2678</span> Confidence in Practice of Debate at Senior High School Student in Jakarta, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arista%20Mayang%20Sari%20Slamet">Arista Mayang Sari Slamet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to see the shape or behavior that shows the attitude of confidence in the practice of debate on science program students in Senior High School. This research is a descriptive qualitative study by explaining the forms of behavior of each indicator (there are ten indicators) confidence of Santrock. Data collection using interviews with Indonesian language teachers, direct observation, and documents. In this study, it was found that there is one item that is not visible indicator of the high school students of class X, which is the fourth item ‘Sitting with others in social activities’. This is caused by the forum examined are debating forum, so there is a social activity can’t be seen. The result of this study there are two students who do not show the behavior of confidence, their name is Dea and Audria (from the pro team). This indicates that the head of a pro team dominated the debate. The time for the debate is 45 minutes. Therefore all students in both of team can’t demonstrate their debate skill. In each team is only dominated by one student. The most common forms of confidence behavior are expressing opinion, look at the other person (speaker), and keeping eye contact with the other person. This indicates that the attitude of confidence by looking at the other person makes them more confident about their opinion. The most uncommon indicators is to direct or instruct to the other person. This shows that the attitude of self-confidence shown by the students isn’t lead. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confidence" title="confidence">confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=debate" title=" debate"> debate</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a>, <a href="https://publications.waset.org/abstracts/search?q=Jakarta" title=" Jakarta"> Jakarta</a> </p> <a href="https://publications.waset.org/abstracts/82354/confidence-in-practice-of-debate-at-senior-high-school-student-in-jakarta-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82354.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2677</span> Virtual Marketing Team Leadership and Burnout: Literature Review, Implications for Managers, and Recommendations for Future Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chad%20A.%20Roberts">Chad A. Roberts</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the digitally connected world, global virtual teams are increasingly becoming the norm at large, multinational companies. Marketing managers see the positives of virtual teams. They also see the negatives. Employees who work from home may feel isolated, unorganized, and distracted by homelife. These complexities create a phenomenon that leaves virtual team members feeling burnout, a significant issue for marketing leaders and their team members. This paper examines remote worker burnout in global virtual marketing team settings. It provides an overview of the benefits and downsides to remote working marketing teams. The paper presents the literature on remote work stress and burnout, discusses ways marketing leaders can help prevent virtual employee burnout and suggests future research studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=burnout" title="burnout">burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing" title=" marketing"> marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20work" title=" remote work"> remote work</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20team" title=" virtual team"> virtual team</a> </p> <a href="https://publications.waset.org/abstracts/147656/virtual-marketing-team-leadership-and-burnout-literature-review-implications-for-managers-and-recommendations-for-future-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147656.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">218</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=senior%20leadership%20team%20coaching&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=senior%20leadership%20team%20coaching&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=senior%20leadership%20team%20coaching&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=senior%20leadership%20team%20coaching&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=senior%20leadership%20team%20coaching&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=senior%20leadership%20team%20coaching&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=senior%20leadership%20team%20coaching&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=senior%20leadership%20team%20coaching&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=senior%20leadership%20team%20coaching&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=senior%20leadership%20team%20coaching&page=90">90</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=senior%20leadership%20team%20coaching&page=91">91</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=senior%20leadership%20team%20coaching&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>