The Relationship Between Transformational Leadership Styles and University Adjunct Faculty Work Engagement

Adjunct faculty bring on-the-job experience and reality to the classroom. The problems associated with using adjuncts include lack of teaching experience, and not being fully engaged with the students. The purpose of this quantitative correlation study was to determine whether relationships exist among adjunct faculty work engagement and their perceptions of the transformational leadership styles of the campus academic director. Study participants were asked to respond to two validated and reliable survey instruments: the Multifactor Leadership Questionnaire (MLQ-5X) and the Utrecht Work Engagement Scale (UWES-17). Results revealed that all five transformational leadership styles of university campus academic directors showed a moderate to strong relationship to adjunct faculty work engagement (p\u3c.001); Pearson’s r ranged from .35 to .43

A Field Study: Managers’ Work Behavioral Styles

Over the years, personality assessment tests have allowed employers and managers to discover the personal types regarding strengths and weaknesses of their employees and themselves. This includes how they process and organize information, make decisions, and interact with team members and other stakeholders (PMBOK, 2017). The present research study explored the applicable work behavioral styles of experienced managers attending an advanced leadership educational program. Seven hundred and fifty-three experienced managers agreed to reveal their results, and descriptive statistics were conducted to determine their behavioral work styles. The results may provide a better understanding of managers’ behavioral work styles, which characterize them when leading team members and other stakeholders. Additionally, the findings may have implications for teaching manager work behavioral styles in a variety of settings to include educational leadership programs

Valuations in affine convex geometry

In convex geometry, the constructions that assign to a convex body its difference body, projection body, or volume have the following properties: They are (1) invariant under volume-preserving linear changes of coordinates; (2) continuous; and (3) finitely additive. In this paper we explore the question whether there exist other constructions with these properties. We discover a surprising dichotomy: There are no new examples if one assumes translation invariance, but a plethora of examples without this assumption

Diversity and the Future of Work: Examining the Future Workplace Through a Generational Lens

Talent management is a critical consideration for organizations in the increasingly uncertain and competitive business environment Human Resource Management is critical to the success of any organization operating in the current service and knowledge economies Ignoring generational differences can lead to an ineffective organizatio

Theoretical Considerations for Extracting Meaning from Personal Profile System Data: The Need for Independent Construct Validity Studies

The Personal Profile System (PPS) is a psychological testing instrument that has been widely used. The construct validity of the PPS was studied through a review of the literature. This paper organizes the literature review into three broad categories: the background of the PPS; the reliability of the PPS; and the validity of the PPS. The PPS is a self-scoring instrument measuring the behavioral responses of people along four dimensions: (1) dominance; (2) influencing; (3) steadiness; and (4) compliance. The instrument is designed to provide a systematic and comprehensive perception of an individual\u27s behavioral tendencies and the behavioral tendencies of those with whom the individual comes in contact. Claiming construct validity for an instrument implies evidence that the instrument measures the construct or trait. This review of empirical literature on the PPS found little data concerning its reliability. Several studies offer support of its criterion-related validity. Studies on construct validity were reviewed but provide inconsistent results. None were based on factor analysis which could provide credibility for the instrument. Principal components analysis, followed by orthogonal and oblique rotation, is recommended to affirm the number of common dimensions of the PPS. Four tables, 1 figure, and a 37-item list of references are provided. (SLD

Factoring the Personal Profile System for Construct Validity: Three Analyses Under Different Standardization Assumptions

Three types of data were factor analyzed using principal components extractions with orthogonal and oblique rotations to test publisher claims for construct validity of the Personal Profile System (PPS). Behavioral descriptor data from 1,045 senior non-commissioned Air Force officers were factored as raw data, mean corrected data, and standardized z-scores (correlations). The most efficacious solution was produced with standardized z-scores generating four factors accounting for 86% of the total variance. The measure of sampling adequacy for every descriptor exceeded 0.922. The first factor was general with approximately equal loadings on each of the dominance, influencing, steadiness, and compliance dimensions. The second factor was biscalar, with dominant loadings on steadiness and compliance descriptors; the third was essentially uniscalar with generally weak loadings on influencing, its closest PPS dimension. All descriptors loaded on at least one factor at 0.30 or higher, accommodating a marginally acceptable theoretical degree of psychometric and measurement properties and indicating four-factor construct relevance. Results do not completely support previous PPS publisher claims for instrument dimensionality and scaling properties. Five tables present study data, and there is a list of 17 references

Factor Analysis of the Personal Profile System

Principal components extraction with orthogonal and oblique rotations tested construct validity for the Personal Profile System. MOST-LIKE endorsements of 96 behavioral descriptors were coded with 4, LEAST-LIKE with 1, and unendorsed with 2.5. Descriptor data from 1,045 senior noncommissioned Air Force officers were normalized. Four factors accounted for 85% of total variance, with 19 descriptors loading significantly on two factors and the remaining 77 on just one factor. The measure of sampling adequacy for every descriptor exceeded .94. One factor for the varimax-rotated (best) analysis was bi-scalar, loading on Steadiness and Compliance descriptors; a second resembled Influencing, a third loaded almost exclusively on Dominance, and a fourth did not contain a nonchance number of loadings for any single theoretical dimension. All descriptors loaded on at least one factor at .30 or higher, accommodating an acceptable theoretical degree of psychometric and measurement properties and indicating four-factor relevance. Results do not completely justify previous Personal Profile System publisher claims

A Field Study: An Examination Of Managers’ Situational Leadership Styles

The present study explored the applicable situational leadership styles of experienced military managers attending an advanced leadership educational program. While attending this program, these managers were requested to reveal the results of their situational leadership self-assessment in which they participated. A total of 620 managers agreed to reveal their results, and descriptive statistics were conducted to determine the findings of their situational leadership self-assessments. The study research results revealed two situational leadership styles were predominating: (Telling and Participating). The findings of research study have significant implications for managers when leading individuals and teams for organizational success. These findings also may contribute to better understanding of the situational leadership styles which characterize managers when leading people and team members. Additionally, the findings of this study also have implications for teaching situational leadership skills in a variety of settings to include educational leadership programs such as the one reported here