Psychology
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Item The Role of Accent on East Asians’ Leadership(2022) Lee, Jaeeun; Wessel, Jennifer; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Not only do leaders influence followers, but followers also play a vital role in shaping leadership. Through two studies, I examined whether East Asian leaders with a foreign accent would be less respected by their followers than those without an accent. Additionally, I studied whether receiving respect from followers would affect foreign-accented East Asians’ leadership. In an experimental study (N = 150), I found that a foreign-accented East Asian leader was perceived as less effective and relatively poor at facilitating followers to cooperate toward a group goal than an East Asian leader without an accent. As a result, a foreign-accented East Asian leader was perceived as having less legitimate power to influence others. In Study 2 (N = 181), I surveyed actual leaders and found that foreign-accented East Asian leaders perceived less respect from followers than non-accented East Asian leaders and White leaders with and without a foreign accent. Moreover, foreign-accented East Asian leaders reported significantly more negative leader outcomes (leader identity strength and leadership self-efficacy) than foreign-accented and non-accented White leaders. These findings suggest that difficulties foreign-accented East Asian leaders face in the workplace may not be illuminated if the focus is only on race.Item EFFECTS OF SUPERVISORS' UPWARD EXCHANGE RELATIONSHIPS ON EMPLOYEES: TESTING MULTILEVEL MEDIATION ROLE OF EMPOWERMENT(2011) Zhou, Le; Wang, Mo; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study empirically examined the proposition that supervisors' exchange relationships with their own supervisors (i.e., LLX) influence their subordinates' work related outcomes through three mechanisms: (1) motivating the team and its members, captured by team and individual empowerment, (2) providing leader-member relationship norms, and (3) facilitating the relationships between leader-member exchange (i.e., LMX) and individual outcomes. Analyses of multi-source and lagged data from 104 team supervisors and 577 subordinates showed that team and individual empowerment sequentially mediated the positive effect of LLX on subordinates' job satisfaction and job performance. Further, LMX mediated the positive effect of LLX on individual empowerment. It was also found that the indirect relationships of LMX with job satisfaction and job performance via individual empowerment were stronger when LLX was higher. Theoretical and practical implications of the findings were discussed.Item Virtually a Leader: Mitigating Process Losses through Shared Team States(2009) Aiken, Juliet Renee; Hanges, Paul J; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Research on virtual teams reveals that virtual teams do not operate in the same way as non-virtual teams. Despite increasing interest in this field, virtuality's impact on teams through an integrated IPO framework has yet to be assessed. The current study addresses this limitation by examining how virtuality impacts shared team states, and, subsequently, how shared team states impact communication, and how communication impacts outcomes. Further, this study investigated the role leadership plays in reducing process losses encountered by virtual teams. Results indicate that virtuality impacts the formation of shared team states, and leadership moderates this relationship, but in an unexpected direction. Shared team states were not found to contribute to communication, and communication did not predict outcomes. However, virtuality was found to directly affect communication, and the interaction between virtuality and leadership affected outcomes. Implications for research and practice are discussed.Item Executive Coaching as a Developmental Experience: A Framework and Measure of Coaching Dimensions(2008-09-10) Gettman, Hilary J; Stevens, Cynthia; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The widespread and rapidly growing practice of executive coaching (Berglas, 2002) has evolved as a practice outside of the context of any academic discipline. While the literature on executive coaching is voluminous, there has been no attempt to systematically outline and operationalize the important dimensions of coaching practice. This lack of empirical foundation has made it difficult assess coaching in any meaningful way, for example, to determine what aspects of coaching are critical to effectiveness, or if it is even effective at all. In order to begin to fill this gap in the research, I sought to understand the important dimensions of executive coaching. To this end I reviewed the literature on coaching, and relevant research literatures, to get a better understanding of what coaches likely do to promote development, to develop a more grounded conceptualization of the dimensions of executive coaching, and to begin exploring the theoretical bases for these dimensions. I proposed six dimensions of coaching activities: assessment, challenge, emotional support, tactical support, motivational reinforcement and promoting a learning orientation. Second, I operationalized these dimensions by creating items based on the literatures reviewed, as well as input from subject matter experts, and based upon my own expertise. Finally, I administered the scales to 188 coaches and 32 executives, and evaluated the scales for their structure, reliability and validity. In the resulting factor structure, four of the dimensions were found as proposed, but challenge split into three factors and tactical support into two factors, resulting in nine dimensions of coaching activities, with reliabilities ranging from .75 to .91, averaging .84. Finally, some analyses of convergent, divergent and criterion-related validity of the dimensions were conducted, resulting in some preliminary indications of the construct validity of three of the scales, and providing information of where future validation work should be done. Interestingly, levels of engagement in seven of the dimensions varied meaningfully and predictably amongst coaches according to their education and training, which could have widespread implications for coaching selection and training. The resulting dimensions and measures open the door to further study of coaching, advancing both research and practice.