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Julie Bass is director of strategy and HR at Groupama Insurances. She joined the organization in 1982 and her roles have included personnel and training manager, HR manager for Asia‐Pacific and associate director responsible for strategic planning and change management

Schools are placed in ‘special measures’ in England if they are deemed to be under performing by failing to provide their pupils with an acceptable standard of education. This chapter explores one female headteacher’s emotional experiences as she coped in difficult circumstances during an intense period of scrutiny as she led her staff towards school improvement and out of special measures. The headteacher regulated and utilised her emotions intelligently to deliberately enhance the performance of others at work and in doing so she addressed and changed the localised culture of the school. Data are drawn from a series of interviews with the headteacher and her self-reported responses to an ‘EQ Map’ (Cooper & Sawaf, 1997). Using the EQ Map as the conceptual framework, findings show a sense of work satisfaction emerged as a result of tackling challenging situations. An increased awareness of one’s emotions led to being mindful regarding the emotional state of others, as the headteacher sought opportunities to bring about school improvement and address challenges presented by being placed in special measures. A distinctive list of 21 key features of emotional management emerged from the scales of the EQ Map capturing a model in relation to coping under internal and external pressures.

Illinois Superconductor Corp. a technology start-up, came up with an innovative new superconducting filter for use in cellular base stations. It needed to estimate the demand for its filters. The manager came up with a simple chain-ratio-based forecasting model that, while simple and intuitive, was too simplistic. The company had also commissioned a research firm to develop a model-based forecast. The model-based forecast used diffusion modeling, analogy-based forecasting, and conjoint analysis to create a forecast that incorporated customer preferences, diffusion effects, and competitive dynamics.

To use the data to generate a model-based forecast and to reconcile the model-based forecast with the manager's forecast. Requires sophisticated spreadsheet modeling and the application of advanced forecasting techniques.

Student affairs educators have an important role in advancing the National Leadership Education Research Agenda (NLERA). This article reviews the ‘cross fertilization’ of student affairs and leadership education by examining strengths, opportunities, and challenges in relation to the NLERA priorities. Student affairs educators’ commitment to the integration of theory and practice, to the intentional and developmental design and assessment of learning environments, and to applying critical and constructivist perspectives to the ethical and emancipatory foundations of leadership education are all explored. Recommendations for future research are identified, including a call for research that includes complex modeling and multivariate analyses, and research that examines the contributions of cognitive, affective, and efficacy-related dimensions of leadership.

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders interdependently engaging in leadership as a group process (Komives, Lucas, & McMahon, 1998, 2007). Challenges to applying and measuring this stage based developmental theory are discussed and recommendations are included.

The purpose of the study was to examine the relationship between perceived leadership styles and telecommuter intent to leave an organization.

A quantitative non-experimental design was used to examine the relationship between perceived leadership styles and telecommuter intent to leave an organization. In all, three leadership styles were examined: transactional, transformational, and laissez-faire. Telecommuters responded to a single online survey combining two validated survey instruments, the MLQ 5X Rater Form and the Staying or Leaving Index. Respondents were instructed to consider their current manager when responding to the survey.

Linear regression results indicated a significant relationship between perceived transformational and telecommuter intent to leave an organization (F(1, 111)=34.36, p<0.001) suggesting the more a leader demonstrates a transformational leadership style, the more a telecommuter wants to leave the organization. Results indicated a significant negative relationship between perceived laissez-faire leadership style and intent to leave an organization (F(1, 111)=20.01, p<0.001) suggesting the more a leader demonstrates a laissez-faire leadership style, the less a telecommuter wants to leave the organization. No relationship existed between perceived transactional leadership style and telecommuter intent to leave an organization.

The data collected represents perception of leadership behavior vs actual leadership style. Further research should gather both perceived and actual leadership behavior. Research encompassing perceived and actual behaviors would allow for an assessment of the degree of convergence and assist in judging the accuracy of perceptual data.

A relationship was found to exist between perceived transformational leadership style and telecommuter intent to leave an organization. A significant negative relationship was found to exist between perceived laissez-faire leadership style and telecommuter intent to leave an organization. No relationship was found to exist between perceived transactional leadership style and telecommuter intent to leave an organization. The findings were unexpected for all three leadership styles.

Extending the study to gather actual leadership behavior instead of perceived behavior, expanding the populations to include greater diversity, and conducting the study as a longitudinal study to capture leadership over time are recommended for future research. Organizational leaders may wish to use the results of the study to aid their understanding of which leadership styles affect telecommuter intent to leave an organization.

Student-led project-based teams are widely used by faculty but do we really understand the process that students experience as a result of participating in a team? This study sought to understand the team process by examining leadership practices exhibited by assigned leaders and their team culture. Using a mixed-methods case study design it was found that students perceived team leaders to be strongest in the leadership practice-enable others to act described as fostering collaboration and sharing power and weakest in the leadership practice-encourage the heart described as recognizing individual contributions and celebrating team successes. Two of the teams were identified as a clan culture and the third team was determined to be a market culture. It was recommended that instructors who use teams to enrich learning examine the relationship between specific team cultures and enhanced team performance.

Few studies explore post-collegiate leadership applications of alumni who complete curricular leadership programs, like minors or certificates. How can we, as a field, say our leadership programs and courses integrate beyond the boundaries of campus or undergraduate life without an understanding of post-collegiate leadership applications? This study explored the leadership learning of alumni of an undergraduate academic leadership certificate in the southeast United States. The researchers employed a qualitative, single, embedded case study design and data collection for this study. The study primarily relied on in-depth interviews, utilizing an interview guide approach (Johnson & Christensen, 2014). The interview guide’s purpose was to focus interviews on topics related to students’ learning and current applications of program learning outcomes. This study’s findings highlighted the practice of reflection for alumni, appreciation for collaboration and building relationships, and how alumni could connect and apply their past leadership coursework to their current professional or personal leadership experiences. The researchers were interested in exploring how leadership learning in higher education contributed to students’ success in their careers, personal life, and community.