Michelle M. Hammond, Caroline Murphy and Caitlin A. Demsky
The current study aims to examine stress mindset as a moderator of the relationship between the work–family interface – work–family conflict (WFC) and enrichment (WFE) – and two…
Abstract
Purpose
The current study aims to examine stress mindset as a moderator of the relationship between the work–family interface – work–family conflict (WFC) and enrichment (WFE) – and two work outcomes: job satisfaction and turnover intentions.
Design/methodology/approach
To examine these relationships, a cross-sectional online survey was conducted in Ireland (N = 314). Bootstrapping in SPSS was used to test the proposed hypotheses.
Findings
In addition to direct relationships between WFC/WFE and job satisfaction and turnover intentions, analyses showed that stress mindset is a moderator of the relationships between WFC and job satisfaction and turnover intentions, as well as of the relationship between WFE and job satisfaction, but not WFE and turnover intentions.
Research limitations/implications
Providing general support of the propositions of the conservation of resources theory, stress mindset was found to act as a personal resource affecting the relationships between WFC/WFE and most outcomes. The study findings indicate a need to further examine stress mindset in relation to employees' work and family interface.
Practical implications
In line with other research, this study recommends organizational efforts to reduce WFC and increase WFE. Further, as stress mindsets can be altered, practitioners may consider implementing stress mindset training to encourage employees' view of stress as enhancing rather than debilitating to reduce the negative impact of stress on employees in the workplace.
Social implications
Beliefs about the enhancing aspects of stress may allow employees to more effectively navigate transitions between work and family domains and maximize beneficial aspects of participating in both work and family roles.
Originality/value
This is the first paper to investigate the role of stress mindset as a moderator of the associations between the work–family interface and employee work-related outcomes. The findings are relevant to work–family researchers, managers and human resource professionals.
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Michael E. Palanski, Gretchen Vogelgesang Lester, Rachel Clapp-Smith and Michelle M. Hammond
We propose a model of multidomain leadership and explain how it drives leader and follower well-being and stress. Multidomain leadership engagement, or the application of leader…
Abstract
We propose a model of multidomain leadership and explain how it drives leader and follower well-being and stress. Multidomain leadership engagement, or the application of leader knowledge, skills, and abilities across domains, results in either an enriching or impairing experience for the leader. The result is influenced by the leader’s self-regulatory strength and self-awareness, as well as the amount of social support and domain similarity. An enriching experience leads to increased self-efficacy, self-regulatory strength, and self-awareness, which in turn leads to increased leader (and subsequently follower) well-being and reduced leader (and subsequently follower) stress. Enriching experiences also tend to drive further engagement and enriching experiences, while impairing experiences do the opposite. Implications and directions for future research are discussed.
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Nuala F. Ryan, Michelle Hammond and Sarah MacCurtain
The purpose of the study is an in-depth exploration of the processes through which a leader develops their leader identity in strength, meaning and integration, with resulting…
Abstract
Purpose
The purpose of the study is an in-depth exploration of the processes through which a leader develops their leader identity in strength, meaning and integration, with resulting enrichment outcomes.
Design/methodology/approach
Using multi-domain leader identity theory, this study provides an in-depth exploration of the processes through which a leader develops their leader identity. Set in a healthcare context, 26 participants took part in an 18-month multi-domain leadership development program.
Findings
Findings indicate a typology of leader identities, capturing the dynamic nature of leader identity based on combinations of strength and meaning. Our research also suggests that as the leader develops, their leader identity can change from a differentiated identity as a leader to a more integrated leader identity, with resulting enrichment outcomes.
Research limitations/implications
The results suggested value in inherently multi-domain focus using event-based reflection and, as such, are useful in leader identity development programs. We recommend future research generalize to other settings and a larger population.
Practical implications
By taking a multi-domain approach to leader identity development, the leader has the opportunity to learn and develop in a more holistic way. They are encouraged to reflect on and learn from leadership experiences throughout their entire lives, adding breadth and depth that are often overlooked in development programs.
Social implications
Developing leaders who understand who they are and are capable of critical self-reflection and learning is a fundamental requirement for the positive advancement of society.
Originality/value
The value of the study lies in the first longitudinal, work-based empirical study taking an explicitly multi-domain approach to leader identity development.
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Yongmei Ni, Andrea K. Rorrer, Diana Pounder, Michelle Young and Susan Korach
Informed by learning transfer theory, the purpose of this paper is to validate the instrument measuring educational leadership preparation program (LPP) quality attributes and…
Abstract
Purpose
Informed by learning transfer theory, the purpose of this paper is to validate the instrument measuring educational leadership preparation program (LPP) quality attributes and graduates’ leadership learning and to assess the direct and indirect relationships among them, as reported by program graduates.
Design/methodology/approach
This study uses data collected from the 2016 INSPIRE-G Survey, which gathers information from LPP graduates in the USA on their perceptions of program quality and leadership learning. Structural equation modeling was used to determine which program quality factors directly and indirectly influence graduate leadership learning.
Findings
The results suggest significant relationships between the assessed LPP attributes and leadership learning. Faculty quality and program rigor and relevance (PRR) had the strongest association with leadership learning, although the relationship between faculty quality and learning was fully mediated by PRR. Internship experiences and peer relationships were also important predictors of leadership learning. Studying with a cohort had a small but positive relationship with graduates’ leadership learning, although the relationship was fully mediated by perceived peer relationships.
Originality/value
This study further validates the INSPIRE-G Survey and affirms the imperative role of leadership preparation as a predictor to graduate reported learning outcomes and learning transfer. Moreover, this study illustrates the importance of leadership preparation by demonstrating positive relationships between program quality features and reported leadership learning outcomes. Finally, the INSPIRE-G instrument demonstrates its utility as a reliable measure of program quality, which opens the door to large-scale and longitudinal studies of the transfer of learning from leader preparation to practice.
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Nuala F. Ryan, Michelle Hammond, Sarah MacCurtain and Christine Cross
The purpose of this paper is to advance our understanding of the role of risk in leader identity development for women by identifying processes women leaders employ to overcome…
Abstract
Purpose
The purpose of this paper is to advance our understanding of the role of risk in leader identity development for women by identifying processes women leaders employ to overcome perceived risk.
Design/methodology/approach
Twenty-five women leaders in the Irish healthcare sector took part in an 18-month long identity-based leadership development program. Qualitative data from interviews, focus groups, critical incident diaries and individual exit surveys and observations were analyzed using the constant comparative method.
Findings
Four key processes are identified as women leaders work through risks associated with structural elements (perceiving and mitigating structural risk) and agency of the leader (accepting agentic risks and developing agency).
Research limitations/implications
Like many focused qualitative studies, generalizability to a larger population might be limited. The authors, therefore, recommend future research to consider these issues in other industries, levels and national contexts.
Practical implications
Organizational members should pay attention to structural factors that affect women's perceptions of risks in internalizing a leader identity such as perceptions of organizational support for development, role models, mentoring and behavioral norms. Programs should aim to increase individual agency through personal reflection and freedom to experiment.
Originality/value
This paper offers an original and nuanced perspective on the role of risk in the leader identity development process for women.
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Michelle L. Damiani, Brad V. Unick and Karen-Joy Schultz
Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of…
Abstract
Purpose
Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative, multistep approach to meeting that need in connection to State mandates.
Design/methodology/approach
In this research, we used a case study methodological approach with a team of preschool teachers at one school. The model combines use of PD sessions, classroom coaching, classroom observation and reflection.
Findings
Teachers’ feedback indicates that using the strategy positively impacted most of the participants’ ability to support communication, community-building and inclusive practices in their classrooms. The data that emerged in the following year evidenced increased use of visual supports in classrooms, use in connection with literacy goals and interest in creating new uses in the school.
Originality/value
This article contributes an action-oriented school-based example of bridging research to practice to support teachers’ needs through PD and coaching in a PDS. The design and practical implications may interest preschool educators, instructional coaches, administrators, professional development schools and others involved with monitoring teacher development initiatives.
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In today’s global environment, international expansion is of strategic importance to firms of varied sizes, including family firms. However, family firms often tend to be inwardly…
Abstract
In today’s global environment, international expansion is of strategic importance to firms of varied sizes, including family firms. However, family firms often tend to be inwardly focused and averse to growth, possibly reducing their potential to benefit from international expansion. We examine the relationship between family firms’ openness to external influence and internationalization using archival survey data from 489 U.S. family businesses. Results suggested that external influence in terms of reduced number of family members on the board, the frequency of board meetings, and participation in university educational programs were all significantly related to its level of internationalization. Implications of these findings are discussed.
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Jayson W. Richardson, Justin Bathon and Scott McLeod
This article details findings on how leaders of deeper learning schools establish, maintain, and propel unique teaching and learning environments. In this case study, the authors…
Abstract
Purpose
This article details findings on how leaders of deeper learning schools establish, maintain, and propel unique teaching and learning environments. In this case study, the authors present findings from data collected through interviews with 30 leaders of self-proclaimed deeper learning initiatives and site visits to those elementary and secondary schools.
Design/methodology/approach
Using a case study approach, the authors collected data from interviews and observations of 30 school leaders.
Findings
The study's findings indicate how leaders of schools that engage in deeper learning tend to adhere to three core practices. First, the leaders of deeper learning schools in this study intently listened to the community to ascertain needs and desires; this drove the vision. Second, leaders of deeper learning schools created learning spaces that empowered students and gave them voice, agency, and choice. Third, leaders of deeper learning schools sought to humanize the schooling experience.
Practical implications
This study provides actionable examples of what leaders currently do to engage kids and teachers in deeper learning. These leaders offer insights into specific actions and practices that they espoused to make the schooling experience markedly different.
Originality/value
Previous studies focused on the deeper learning of schools and students. This is one of the first studies to focus on the inteplay between deeper learning and school leaders.