Fluent Essays

Overview: In this paper, you will apply your statesmanship model to the topic of organizational leadership.  Discuss the link between interpersonal leadership and organizational leadership and how effective public administration statesmanship engages in organizational communication best practices.  In essence, this paper should be seen as a synthesis among your evolving statesmanship model, interpersonal and organizational leadership, and organizational communication best practices. General Guidelines: Headings should be included and must conform to the content categories mentioned above. All ideas shared by the student must be supported with sound reason and citations from the required readings, presentations, and additional research. Integrate Biblical principles within your discussion for this paper. The paper should be 7-8 pages of content in length (not counting the title page or references), double-spaced, and in APA format. All required readings and presentations from the assigned module must be cited. 10-12 additional scholarly sources must be used.  Headings should be included and must conform to the content categories mentioned above.    In this paper, you will apply your statesmanship model to the topic of organizational leadership. Discuss the link between interpersonal leadership and organizational leadership and how effective public administration statesmanship engages in key organizational communication best practices. In essence, this paper should be seen as a synthesis among your evolving statesmanship model, interpersonal and organizational leadership, and organizational communication best practices. General Guidelines: · Headings should be included and must conform to the content categories mentioned above. · All ideas shared by the student must be supported with sound reason and citations from the required readings, presentations, and additional research. · The paper should be 7-8 pages of content in length (not counting the title page or references), double-spaced, and in APA format. · All required readings and presentations from the assigned module must be cited. · 10-12 additional scholary sources must be used.  · Headings should be included and must conform to the content categories mentioned above.Human Service Organizations: Management, Leadership & Governance, 40:37–50, 2016 Copyright © Taylor & Francis Group, LLC ISSN: 2330-3131 print/2330-314X online DOI: 10.1080/23303131.2015.1093570 Change Communication Strategies in Public Child Welfare Organizations: Engaging the Front Line Yiwen Cao, Alicia C. Bunger, Jill Hoffman, and Hillary A. Robertson College of Social Work, Ohio State University, Columbus, Ohio, USA In public child-welfare agencies, successful organizational change depends on effective internal com- munication and engagement with frontline workers. This qualitative study examines approaches for communicating planned organizational change among frontline child-welfare workers. Five, 90-minute focus groups were conducted with 50 frontline workers in an urban, public child-welfare agency. Consistent with prior research on change communication in business organizations, two broad categories of communication strategies were described: programmatic (top-down) and participatory approaches. Results suggest that participatory communicative strategies emphasizing employee engagement might be most effective in combination with programmatic approaches that communicate targeted messages about the change. Keywords: child welfare, communication, organizational change Public child-welfare agencies encounter constant pressure to change with new policies, best prac- tices, and evolving client needs (Collins-Camargo, 2007). Successful implementation of these changes requires timely and effective communication to engage employees, especially those on the front line. Prior research suggests the importance of clear communication within human service organizations for mitigating workers’ job stress and intention to leave (Boyas, Wind, & Ruiz, 2013; Devine, 2010; Kim & Lee, 2009). However, little is known about how change is communicated and what specific strategies can effectively communicate information and knowledge about change in public child-welfare agencies. To fill this gap and inform change leadership and management within child-welfare agencies, this exploratory study focuses on strategies for communicating planned practice changes among front- line child-welfare workers in an urban, public child-welfare agency. Specifically, we (1) describe workers’ perceptions about and reactions toward strategies commonly used in their agency to com- municate change efforts and (2) identify their preferences for future communication and engagement in organizational change efforts. Next, we review findings from extant literature on change and communication within child-welfare agencies and consider the applicability of findings on change communication from the broader organizational literature. Afterwards, we present the methods and findings of our study, examining change communication strategies, and conclude by discussing implications of our findings for communicating change to frontline workers for administrators and leaders in public child-welPolicy Positions of Bureaucrats at the Front Lines: Are They Susceptible to Strategic Communication? 57 Public Administration Review, Vol. 77, Iss. 1, pp. 57–66. © 2016 by The American Society for Public Administration. DOI: 10.1111/puar.12584. Morten Jakobsen is associate professor in the Department of Political Science and Government, Aarhus University, Denmark. His research interests include citizen–state interactions, public employees, communication in bureaucracy, and political participation. He has published in leading public administration journals, including Public Administration Review, Journal of Public Administration Research and Theory, Journal of Policy Analysis and Management, and International Public Management Journal. E-mail: [email protected] Simon Calmar Andersen is professor in the Department of Political Science and Government, Aarhus University, Denmark, and leader of TrygFonden ’ s Centre for Child Research. He serves on the Advisory Research Board of the Danish National Centre for Social Research, the International Advisory Board for the Public Management Evidence Lab, City University of Hong Kong, and the board of directors of the Danish Evaluation Institute. E-mail: [email protected] Abstract : It is well established that bureaucrats’ implementation of policies is influenced by their own policy positions, that is, their attitudes toward the given policies. However, what affects the policy positions of bureaucrats? This article focuses on whether the policy positions of bureaucrats at the front lines of government are susceptible to frames and cues embedded in communication. Based on the notion that bureaucrats often adhere to certain professional norms when developing their attitudes toward policies, the authors hypothesize that communication frames and cues that align policies with such norms move bureaucrats’ policy positions in favor of the policy. Results of four studies in European and American settings among mid- and street-level bureaucrats show support for the hypothesized effect. They also show that aligning policies with dimensions outside professional norms is ineffective, possibly even producing opposite effects. Practitioner Points • The way a new policy is presented to street-level bureaucrats and middle managers directly affects their attitudes toward the policy. • Emphasizing aspects of the policy that are in accordance with professional norms of serving clients and building policies on research-based evidence are likely to make bureaucrats more sympathetic—or less negative—toward the policy. • Emphasizing other considerations such as client satisfaction surveys and economic concerns may cause bureaucrats to be more hostile toward the policy. • Managers and other decision makers must strategically consider how they communicate about new programs and policies. The implementation of policieCopyright © Cengage Learning. All rights reserved. CHAPTER 9 Leadership and Management Skills in Public Organizations  LEARNING OBJECTIVES 1. Exploring the variety of leadership theories, particularly as they relate to public leaders 2. Learning about the importance of and improving communication 3. Understanding the skills needed to delegate and motivate 4. Improving personal decision-making skills 5. Understanding the issues of group dynamics  SUMMARY OVERVIEW This chapter focuses on the personal skills required to lead and manage a public organization. The authors emphasize that leadership is a subtle and complex phenomenon that goes beyond issues of power and formal hierarchical relationships, and that effective leadership and management involves both strong skills and a great deal of flexibility. The chapter emphasizes that effective leadership and management depends upon effective communication and interpersonal skills, and also addresses negotiating and group processes as aspects of effective leadership and management. These skills and processes underlie the capacity of leaders and managers to act effectively and responsibly. The authors begin by addressing the relationship between power and leadership, framing power as just one aspect of a leader’s skill set. This section offers an overview of various theories of leadership, from early trait and behavior approaches to more contemporary views that incorporate situation and context and embrace the idea that leadership can and should be exercised throughout an organization. Leadership is defined as the character of the relationship between the leader and group or organization that stimulates group members to reach their full potential. It is the capacity of the leader to “energize” the group, the authors argue, that is central to effective leadership. The focus then turns to the need for communication skills, as the authors emphasize that communication is the basis for setting goals, engaging others, and ensuring cooperation. A detailed discussion of effective listening skills is presented, along with information about speaking and writing skills that are necessary for managers and leaders. This is followed by an examination of delegation and motivation, which also are key issues for effective leadership and management. The particulars of effective delegation are addressed, including the need for both authority and responsibility, and justifications for delegating rather than “doing it myself” are presented. Next, several methods of motivation are explored, including issues related to pay and job satisfaction, the psychology of reinforcement, and goal setting. This discussion includes specific information that will help students begin to build skills in this area. A discussion about decision making, which the authors argue is the most universal activity of leaders and managers, 114 Chapter 9: Leadership and ManageReview of Public Personnel Administration 2014, Vol. 34(2) 128 –152 © 2014 SAGE Publications Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0734371X14521456 rop.sagepub.com Article From Leadership to Citizenship Behavior in Public Organizations: When Values Matter Adrian Ritz1, David Giauque2, Frédéric Varone3, and Simon Anderfuhren-Biget3 Abstract After decades of management reforms in the public sector, questions on the impact of leadership behavior in public organizations have been attracting increasing attention. This article investigates the relationship between transformational leadership behavior and organizational citizenship behavior as one major extra-role outcome of transformational leadership. Referring to a growing body of research that shows the importance of public service values and employee identification in public administration research, we include public service motivation and organizational goal clarification as mediating variables in our analysis. Structural equation modeling is applied as the method of analysis for a sample of 569 public managers at the local level of Switzerland. The findings of our study support the assumed indirect relationship between leadership and employee behavior and emphasize the relevance of public service values when analyzing leadership behavior in public sector organizations. Keywords public sector leadership, transformational leadership, organizational citizenship behavior, public service motivation, public values 1University of Bern, Switzerland 2University of Lausanne, Switzerland 3University of Geneva, Switzerland Corresponding Author: Adrian Ritz, Centre of Competence for Public Management, University of Bern, Schanzeneckstrasse 1, PF 8573, CH-3001 Bern, Switzerland. Email: [email protected] 521456ROPXXX10.1177/0734371X14521456Review of Public Personnel AdministrationRitz et al. research-article2014 mailto:[email protected] Ritz et al. 129 Introduction Against the background of demographic change, it becomes more and more difficult for public sector organizations to keep turnover intentions low and motivation for effective performance high (Ingraham, Selden, & Moynihan, 2000). Not only keeping public employees’ motivation high but also increasing followers’ motivation to per- form beyond what is written in the employment contract is a primary task of leadership (Bass, 1997). Therefore, superiors need to motivate public employees so they contrib- ute to organizational performance in ways that shape the organizational, social, and psychological context that serves as a catalyst for task activities and processes. Regarding such contextual performance, the degree of employee behavior that is intended to benefit the organization and that goes beyond existing role expectations is a relevant indicator of performance for public sector organizations. Even though it is well known that performance measurement in public sectorLEADERSHIP BEHAVIORS AND TRUST IN LEADERS: EVIDENCE FROM THE U.S. FEDERAL GOVERNMENT HUGO ASENCIO California State University, Dominguez Hills EDIN MUJKIC University of Colorado Colorado Springs ABSTRACT This study contributes to our knowledge about the effectiveness of different leadership behaviors in building interpersonal trust within public organizations. It employs survey data on U.S. federal employees to investigate the relationship between employee perceptions of transactional and transformational leadership behaviors and employee perceptions of trust in leaders. Findings from OLS multivariate regression analysis indicate that both transactional and transformational leadership behaviors are positively related to employee trust in leaders. On average, transformational leadership behaviors were found to build higher levels of interpersonal trust. Thus, given the fundamental differences between private and public organizations, this study suggests that public sector leaders need to emphasize transformational leadership behaviors to build higher levels of interpersonal trust within their organizations. Since doing so is crucial for motivating employees and thus for increasing organizational performance, in their leadership development programs, public agencies—particularly those managed by transactional leaders—need to invest more in improving the transformational leadership competencies of their executives, managers, and supervisors. Keywords: transactional leadership; transformational leadership; trust; federal employees; United States PAQ SPRING 2016 157 INTRODUCTION Interpersonal trust is fundamental for ensuring effectiveness within organizations (Cook & Wall, 1980). Although some scholars dispute the extent to which employee trust in leaders affects employee performance (see, Bachmann & Akbar, 2006, for discussion), it can be said that trust in leaders is an essential factor that motivates employees to spend more time on required tasks and to perform beyond standards (Knovsky & Pugh, 1994; Von Krogh, Ichizo, & Nonaka, 2000). This is important because when employees believe they cannot trust in their leaders, they will spend more time “covering their backs” which in turn can affect their performance (Mayer & Gavin, 2005). In fact, the existing empirical evidence suggests there is a positive link between employee trust in leaders and employee motivation and performance (Dirks & Ferrin, 2002; Konovsky & Pugh, 1994; Gillespie & Mann, 2004). Leaders can be said to play a key role in developing and sustaining trust within organizations (Shaw, 1997). Scholars have already found a positive relationship between different leadership behaviors and employee trust in leaders in private organizations (Gillespie & Mann, 2004; Bradberry & Tatum, 2002; Greenberg, 2003; Jung & Avolio, 2000; Kirkpatrick & Locke, 1996; Podsakoff, McKenzie, Moorman, & Fetter, 1990; Pillai, Sc10.1177/0275074005280605ARTICLEThe American Review of Public AdministrationKapucu / Interagency Communication Networks Interagency Communication Networks During Emergencies Boundary Spanners in Multiagency Coordination Naim Kapucu University of Central Florida This article examines the problem of effective interagency communication among organizations and the role of information technologies to achieve effective communication and decision-mak- ing goals in emergencies. It explores what factors contribute to effective interorganizational communication and decision making and what factors inhibit their development. The theoretical framework draws on the literature of emergency communication and social capital, with a partic- ular focus on communication and decision making under conditions of uncertainty. The study applies this framework to study the relationships that emerged among public, private, and non- profit organizations following the World Trade Center disaster on September 11, 2001, in New York City. The article indicates the importance of developing a strong communication system with other organizations before a disaster occurs to establish appropriate communication in which effective interagency coordination will take place at the time of a disaster. Keywords: interorganizational communication; emergency communication; social capital; boundary spanners; network organizations; crisis and emergency management It has long been recognized that disasters represent occasions in which the boundariesbetween organizational and collective behavior are blurred. An important lesson from the World Trade Center (WTC) disaster is that although the response activities undertaken by official emergency agencies were crucial, those activities constituted only part of the picture. Equally significant was the manner in which those agencies interacted with and obtained support from nonemergency organizations. This study examines these issues in the context of interorganizational communication and decision making in emergencies. Specifically, this 207 American Review of Public Administration Volume 36 Number 2 June 2006 207-225 © 2006 Sage Publications 10.1177/0275074005280605 http://arp.sagepub.com hosted at http://online.sagepub.com Author’s Note: An earlier version of this article was presented at the American Society for Public Administra- tion’s (ASPA) 65th annual conference, Portland, Oregon, held March 27 to 30, 2004. I am particularly grateful for valuable comments from Dr. Montgomery Van Wart. I wish to thank Dr. Louise K. Comfort for her helpful com- ments on earlier versions. I also thank Michael Carrigan and Kilkon Ko in helping me conduct the content analysis of The New York Times reports and of the Federal Emergency Management Agency (FEMA) situation reports for this study. Furthermore, I thank public managers from FEMA and from the Department of Health and Human Ser- vices and managers of the nonprofit organizations in New York City A Biblical-Covenantal Perspective on Organizational Behavior & Leadership © Dr. Kahlib Fischer, 2010 Basic organizational behavior concepts derived from Organizational Behavior (2009), by Robbins, Pearson Custom Publishing. 1 CONTENTS CONTENTS ......................................................................................................................... 2 LESSON 1: A Worldview Perspective on Organizational Behavior ................... 5 What is a Worldview? ...................................................................................................... 5 Worldview as a Home ...................................................................................................... 5 What is Your Worldview? ................................................................................................ 6 Defining the Christian Worldview ................................................................................... 7 Application to Organizational Behavior .......................................................................... 7 The Biblical Idea of Covenant ......................................................................................... 8 Important Covenantal Terms .......................................................................................... 8 History of Covenant ......................................................................................................... 9 A Covenantal Model for Organizational Behavior ........................................................ 10 OB/COVENANT MATRIX ............................................................................................ 12 Conclusion ..................................................................................................................... 12 LESSON 2: Individual Behavior in the Organization .......................................... 13 Introduction ................................................................................................................... 13 Personality and Abilities ................................................................................................ 13 Values ............................................................................................................................. 14 Ethical Perspectives ....................................................................................................... 15 Outputs .......................................................................................................................... 15 Emotions and Moods ..................................................................................................... 16 Perceptions ..................................................................................................................... 17 Emotional Intelligence ......................................................................................